a radd está [bem] viva... por sinal [não é brincadeira de carnaval]... pelos 'states'... está pela 'hora da morte'...?

"In the current discourse on teacher evaluation systems, however, an evaluation system is deemed rigorous based either on how much of the evaluation rests on direct measures of student learning outcomes, or the distribution of teachers into the various rating categories, or both. If an evaluation system relies heavily on No Child Left Behind-style state standardized tests in reading and mathematics — say, 40 percent of the overall evaluation or more— its proponents are likely to describe it as rigorous. Similarly, if an evaluation system has four performance categories — e.g., ineffective, developing, effective and highly effective — a system that classifies very few teachers as highly effective and many teachers as ineffective may be labeled rigorous.

In these instances, the word rigor obscures the subjectivity involved in the final composite rating assigned to teachers. The fraction of the overall evaluation based on student-learning outcomes is wholly a matter of judgment; and if you believe, as I do, that a teacher’s responsibility for advancing student learning extends well beyond the content that appears on standardized tests, you could conceivably argue that increasing the weight given to standardized tests in teacher evaluations makes these evaluations less rigorous. This is, however, a hard sell in the absence of other concrete measures of student learning outcomes that could supplement the standardized test results."

aqui.