This chapter critically examines the form of educational accountability known as performative accountability, which has become predominant in the implementation of this mechanism in various education systems around the world. It analyzes how its logic prioritizes standardized assessment, quantitative indicators, and performance-related consequences, consolidating mechanisms of control, commodification, and decontextualization of pedagogical practice. Based on a study of its conceptual foundations, technical devices, and structural effects, evidence is provided on the various negative effects it is producing in different scenarios, such as the deepening of inequalities, the deprofessionalization of teachers, and the impoverishment of the curriculum. Despite its global expansion, performative accountability is a controversial mechanism, with strong tensions between discourse and implementation, as well as multiple forms of resistance—from silent strategies to organized social movements. Through diverse international experiences, we propose rethinking accountability as a situated, plural, and common good-oriented practice. We advocate overcoming the technocratic logic of control in order to move towards a culture of collective commitment, where evaluation contributes effectively to pedagogical improvement and the public mission of education.