Teachers' Social Representations on Educational Evaluation in Chile, Contribution or Barrier for the School Inclusion Process?
DOI:
https://doi.org/10.4067/S0718-73782022000100113Keywords:
Educational evaluation Learning assessment Educational inclusion Social representations Speech teacherAbstract
This research is justified by the educational and social changes on evaluation that have occurred in Chile since 2018. From the new guidelines, evaluation is promoted as a formative and flexible process that adapts to the diversity of students. The objective was to understand the social representations on educational evaluation as a contribution to inclusion. Under a qualitative paradigm, we worked with the discourse and social representations of preschool teacher, Physical Education, primary school teacher, Special needs education. For the information treatment, the analysis of the structural content of the discourse was used. The main results showed that teachers judge their assessment strategies as insufficient and the SIMCE test as an obstacle to Inclusion. In addition, teachers express that evaluation is used as an instrument of power and control. For its part, it favors inclusion when using co-evaluation and self-evaluation.
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons Reconocimiento (by)
Esta licencia permite la explotación de la obra, así como la creación de obras derivadas, la distribución de las cuales también está permitida con la condición de que se haga referencia expresa al autor/a, es decir, que aparezca su nombre en cualquier uso o acto de explotación que se haga de la obra.