From an educational point of view, the good practices in the area of the evaluation in the school centres located in contexts of social exclusion, answer to criteria as the flexibility, the adaptability and the individualization, between others. Our interest in the identification of good practices has centred on those that, inside the programs and measures directed to reduce or eradicate the school failure, are related to the evaluative process and to take it to account the organizational dynamics, the personal relations and the curricular and pedagogic adaptations, all this linked to the situation of the student in his context. From a qualitative approach, we approach three public institutes of secondary education, located in marginal zones of the province of Granada (Spain), to identify good practices with the aim to spread them for his utilization. This article analyzes the evaluation field from a comprehensive perspective, to emphasize his importance in these programs, seeking, between other questions, to favor the process of teaching-learning, and therefore, contributing to the improvement of the quality of the education.

Evaluation, social and educational inclusion and exclusión, good practices, school failure.