This policy brief applies two key concepts from Scriven and Stake as guiding principles in analysing the facilitation and advocacy processes involved in using the Education Report Card as a lever for transforming schools. It positions the Education Report Card — along with the National Assessment — as a strategy and procedure for generating evaluative and non-judgmental data and information for external audiences, which should then be used as the basis for improving teaching and learning processes within each educational institution. Conceptually, the data contained in the Education Report Card is more effectively treated as feedback for reflection, rather than being interpreted purely as a measure of performance or achievement of the school.