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School assessment: exploring the reality of assessment practice in a Chilean schoo Tamara Fabiola Cepeda Acevedo

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No. 15 (2025): Julio-diciembre
https://doi.org/10.5354/2452-5014.2025.80026
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Abstract

This article explores assessment practices in a Chilean school with the aim of understanding teachers and students perspectives on these practices, methods used, and results obtained in terms of grades and feedback. The conceptual framework of the study on which the article is based considers the key aspects of evaluation (School Based Assessment) according to international literature, which are then contextualized in the Chilean reality, considering the concepts of sociocultural (Elwood and Murphy, 2015) and responsive (Brown et al., 2022) evaluation as relevant. The study seeks to identify the evaluation practices used in reality, based on the suggestions of the evaluation decree that governs the country. This is an exploratory qualitative study that uses document analysis and semi-structured interviews with 10 teachers and 10 students from a school in Santiago, Chile, which were analyzed using thematic analysis. The results indicate that the intentions of the evaluation policy are not reflected in practice, mainly due to external historical conditions imposed on the teaching process: lack of teacher time, work overload, and the prevailing social inequality in the country. The strong summative culture and the system of consequences (high stakes) hinder formative evaluation. Finally, some elements are suggested to consider so that the evaluation system aims to be socioculturally responsive, that is, that it responds to the needs of teachers and students.

Keywords:

policy in assessment , school based assessment , summative assessment , formative assessment , high-stakes systems
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How to Cite
Cepeda Acevedo, T. F. (2025). School assessment: exploring the reality of assessment practice in a Chilean schoo Tamara Fabiola Cepeda Acevedo . Revista Saberes Educativos, (15), 1–27. https://doi.org/10.5354/2452-5014.2025.80026
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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