Abstract: Recent[ A new Educational Law (Ν.3848/2010) — as well as a number of supplementary legislative texts passed from 2010 to 2013 — addressed various educational issues, with Educational Evaluation being one of the main foci of the wider educational reform it aspired to initiate.  ] attempts to implement educational evaluation, which has for a long time been inactive in Greece, were based on an intention to secure the consent of teachers, focusing on a collective form of self-evaluation of schools. Scientific data substantiate the fact that, despite institutional constraints, such self-evaluation procedures, when used creatively, are converted into a peer training opportunity, which entails reflection processes, as well as the opportunity for good teaching practices to be exchanged. In this paper we present an analysis of the way in which a public high school was involved in the process, the resistance developed, as well as a critical review of the results which occurred regarding the development of collective action and individual self-improvement. The basic conclusion of this research is that the subjects do have opportunities to develop resistance to power strategies, opportunities that actually allow them to lend a new meaning to their resistance, not through sterile refusal or rejection, but through creative implementation of imposed policies.

Key words: self-evaluation, resistance, creative application, reflection, self-improvement