Standardized educational evaluations from the actors’ experienceLas evaluaciones educacionales estandarizadas desde la experiencia de los actores

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dc.article.numbere248451
dc.contributor.authorContreras J.
dc.contributor.authorTorres A.
dc.date.accessioned2025-05-01T10:31:17Z
dc.date.available2025-05-01T10:31:17Z
dc.date.issued2023
dc.description.abstract© This content is licensed under a Creative Commons attribution-type BY 4.0This article presents a study that approaches, from the sociology of experience, the problematic of the relationship between the actors of the school context and the standardized evaluation devices. Despite the criticisms that these instruments have raised in Chilean society, there are s school principals and local administrators willing to implement them voluntarily. The objective of this study was to investigate the reasons and meanings that they give to the use of a low-stakes evaluation program developed by a prestigious university in Chile, oriented to measure the performance and progress of students in relation to the national curriculum. The design contemplated the execution of a qualitative research based on semi-structured interviews with school principals and administrators of public and private educational networks that use the evaluation program, selected according to purposive sampling criteria (N=33). The information was analyzed based on Grounded Theory guidelines for open coding and, subsequently, interpreted from the sociology of experience. The results revealed the presence of heterogeneous logics of action (integration, strategic and subjectivation) underlying the decisions and uses of the assessment, whose possibilities of articulation lie with the actors and depend to a large extent on the organizational conditions of the establishments, giving rise to different experiences in relation to standardized evaluations. This study identified three types: the academicist experience, relative adherence, and the underutilization of assessments. It concludes by pointing out the implications of this study for educational research, policy and practice.
dc.description.funderANID-FONDECYT
dc.description.funderCEDENNA
dc.format.extent13 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1590/S1678-4634202349248451es
dc.identifier.eisbn978-1-5106-5352-8
dc.identifier.eissn1542-7714
dc.identifier.isbn978-1-5106-5351-1
dc.identifier.issn16784634 15179702
dc.identifier.pubmedid40243597
dc.identifier.scieloidS0718-69242020000300109
dc.identifier.scopusidSCOPUS_ID:85161491931
dc.identifier.urihttps://doi.org/10.1590/S1678-4634202349248451es
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103737
dc.identifier.wosidWOS:001159473800015
dc.information.autorucEscuela de Psicología; Torres Pena Alex Andres; S/I; 15359
dc.information.autorucEscuela de Psicología; Contreras Contreras Johana Teresa; S/I; 17431
dc.issue.numero8
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final134
dc.pagina.inicio127
dc.relation.ispartofInternational Conference on Intelligent User Interfaces (30a. : 2025)
dc.revistaEducacao e Pesquisa
dc.rightsacceso abierto
dc.subjectSocial experience
dc.subjectStandardized assessment
dc.subjectUses of assessment
dc.subject.ddc510
dc.subject.deweyMatemática física y químicaes_ES
dc.subject.ods03 Good health and well-being
dc.subject.odspa03 Salud y bienestar
dc.titleStandardized educational evaluations from the actors’ experienceLas evaluaciones educacionales estandarizadas desde la experiencia de los actores
dc.typeartículo
dc.volumen49
sipa.codpersvinculados15359
sipa.codpersvinculados17431
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-05-2025
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