Teachers’ perceptions of school evaluation. A case in chile

Abstract

The purpose of this study is to analyze the perceptions of teachers at an elementary school in the Ñuble region (Chile) regarding assessment and its implementation. The study adopts a qualitative, phenomenological approach with a cross-sectional design. Sampling was non-probabilistic, and a convenience sample of 10 teachers was used. Semi-structured interviews were conducted, and the analysis was performed using ATLAS.ti software. Teachers’ interest in and appreciation of assessment as a pedagogical act and a formative process stand out; there is feedback in the assessment process, although the use of assessment tools is limited; teachers are unaware of Decree 67 on assessment, its provisions, and its impact on assessment, which hinders their ability to leverage ministerial guidelines to benefit the assessment process, and especially the students. There is evidence of a tension between ministerial policy and classroom teaching practice, despite feedback exercises, which highlights the need to strengthen teachers’ practices through collective reflective practices and institutional support. Conclusions: Teachers have a coherent conception of assessment for learning in its formative nature, despite some inconsistencies and contradictions in teaching practice; it is necessary to promote ongoing professional development for in-service teachers to update not only their knowledge of Decree 67, which is a regulatory text, but also their understanding of assessment alternatives and procedures. While tensions are common and normal, both the ministry and teachers, as key social actors in curriculum implementation, need to coordinate their efforts to ensure curriculum implementation.