Browsing by Author "Castillo, Carolina"

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    COVID-19 and the right to education in Chile: An opportunity to revisit our social contract
    (2021) Gelber, Denisse; Castillo, Carolina; Alarcón, Luciano; Treviño Villarreal, Juan Ernesto; Escribano, Rosario
    © 2021, UNESCO Institute for Lifelong Learning and Springer Nature B.V.The COVID-19 pandemic is pushing the world into a devastating economic and social scenario. The consequences of this crisis largely impact children and teenagers, both now and in the future. School closures have particularly affected vulnerable children, deepening the effects of their unequal socio-economic circumstances. In this context, the actions governments are taking to protect their citizens’ right to education will be crucial to reducing or exacerbating inequality in the long term. The authors of this article analyse the case of Chile, one of the most successful countries in Latin America regarding educational achievement and enrolment, as well as the most segregated educational system among member countries of the Organisation for Economic Co-operation and Development (OECD). How is the right to education being guaranteed for all during the COVID-19 pandemic? Are the measures taken by the Ministry of Education mitigating or intensifying long-term inequalities? Based on the 4-A scheme described by Katarina Tomasevski, which conceptualises national governments’ obligations to guarantee the right to education, the authors examine the normative basis of Chile’s market-oriented educational system (1980–2013) as well as the latest educational reform (2014–2017), which aimed to promote the right to quality education, and critically analyse the measures adopted by the Chilean Ministry of Education in response to the pandemic. The authors conclude that Chile is facing a major challenge to ensure the right to education for all. A new social contract is required to reduce structural inequalities, and to avoid a potential setback in human rights
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    Creencias sobre escritura en docentes y futuros docentes: validación del instrumento y resultados comparativos
    (Emerson de Pietri, 2024) Espinosa, María Jesús; Escribano, Rosario; Marchant, Jorge; Morales, Solange; Castillo, Carolina
    © (2024), (Emerson de Pietri). All rights reserved.Although there is consensus regarding the importance of writing for learning across school subjects, classrooms instruction does not usually foster the development of complex writing skills. This research addressed teachers’ beliefs, given its relevance in informing educational decision-making. Specifically, a comparative study was undertaken to explore Chilean in service and pre-service teachers’s beliefs about writing, following the epistemic tradition. To achieve this, a Spanish instrument, centered on reproductive and epistemic beliefs, was adapted and validated through the administration of an online questionnaire to a sample of 232 participants. Confirmatory factor analysis (CFA) was employed, confirming the structure of two independent scales. Descriptive and mean comparison analyses between practicing and pre-service teachers, as well as between primary and secondary education teachers, revealed higher scores on the epistemic scale than on the reproductive scale for all groups. However, for the planning and textualization dimension, results leaned towards reproductive beliefs. Concerning reproductive beliefs, practicing teachers scored higher than pre-service teachers. Regarding epistemic beliefs, primary education teachers and practicing teachers scored higher than secondary education teachers and pre-service teachers. These results partially align with previous national studies on teachers’ beliefs about writing. The findings suggest some implications for teacher education in writing.
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    Effects of a genre and topic knowledge activation device on a standardized writing test performance
    (Elsevier Ltd, 2024) Avila Reyes, Nataly; Carrasco Ogaz, Diego; Escribano Alisio, María Del Rosario; Espinosa, María Jesús; Figueroa, Javiera; Castillo, Carolina
    The aim of this article was twofold: first, to introduce a design for a writing test intended for application in large-scale assessments of writing, and second, to experimentally examine the effects of employing a device for activating prior knowledge of topic and genre as a means of controlling construct-irrelevant variance and enhancing validity. An authentic, situated writing task was devised, offering students a communicative purpose and a defined audience. Two devices were utilized for the cognitive activation of topic and genre knowledge: an infographic and a genre model. The participants in this study were 162 fifth-grade students from Santiago de Chile, with 78 students assigned to the experimental condition (with activation device) and 84 students assigned to the control condition (without activation device). The results demonstrate that the odds of presenting good writing ability are higher for students who were part of the experimental group, even when controlling for text transcription ability, considered a predictor of writing. These findings hold implications for the development of large-scale tests of writing guided by principles of educational and social justice.
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    Students’ sociodemographic characteristics and writing performance: a systematic literature review
    (Springer Nature B.V, 2025) Castillo, Carolina; Avila Reyes, Natalia Alejandra
    Standardized writing measurements worldwide have consistently shown achievement gaps in writing proficiency among the examined population groups based explicitly on sociodemographic characteristics. One of the most crucial criteria for quality assessment is fairness, which means that a test should neither favor nor disadvantage students based on their characteristics. This study reviewed relevant academic literature to systematize the sociodemographic characteristics of students across different educational levels related to their performance in writing assessments. We identified 1495 articles using keywords in Web of Science, PsycINFO, Proquest and SCOPUS of which 172 were assessed for eligibility. Additionally, we conducted an abstract screening using inclusion and exclusion criteria, followed by a full-text review, identifying 97 articles of interest. Five characteristics were identified as associated with writing performance: race or ethnicity, sex, disability status, being a learner of a dominant second language, and socioeconomic status. This study discusses the implications of the persistence of these gaps in shaping future writing assessments by using proactive measures aimed at achieving fairness.