Evaluation, being an integral part of the educational process, has an absolutely necessary role in decisionmaking, being present in any pedagogical activity and is in a relationship of interdetermination, of formal interaction with teaching and learning, and which provides necessary information to regulate and improve the didactic activity. The quintessence of the evaluation action is to know the effects of the activity carried out in order to improve the process in the following stages and which leads to a quality education. Evaluation is a chain of these operations. For student assessment to be effective, it must be based on effective learning standards, which are defined by objective success criteria and are used for individual, class, whole school and national development. Thus, the essence of evaluation refers, above all, to a targeted improvement. Missing or misunderstanding this formative function of assessment runs the risk of leading to superficial, haphazard or punitive assessment practices. Bearing in mind that each stage/stage/form of the process of evaluating school results requires organization/direc-ting/completion, which corresponds to the functions of the management process, we record the emergence/formation/of such a discipline/process with the name of management of results evaluation school, which is based on various educational policies and has a legally grounded reference framework.