The Saese educational assessment in the context of literacy

The purpose of this article is to promote a discussion about the recent trend of applying local edu-cational assessments, especially in a collaborative way, as a complementary alternative for the gen-eration of student performance data to those already obtained through large-scale assessments. For this, we adopted the assessment of the 2nd year of Elementary School from Saese, an assessment system implemented in the state of Sergipe. We considered the main normative documents, in addi-tion to a national assessment, in order to observe the existence of consonance among them, and how this can imply on the expected results regarding the efficiency of educational policies, especially in the post-pandemic context, and their possible implications on the analysis of data that are converted into measures for the literacy context.