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| Format: | Artículo científico |
| Sprache: | en |
| Veröffentlicht: |
Arizona State University
2014
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| Online-Zugang: | https://www.redalyc.org/articulo.oa?id=275031898025 |
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Inhaltsangabe:
- The Development and Implementation of a National, Standards-bas ed, Multi-method Teacher Performance Assessment System in Chile Sandy Taut Yulan Sun Educación C hile validity standards portfolio teacher evaluation Assessing teaching performance is a contentious issue in current educational policy in many countries. In Chile, a national, standards - based, multi - method, mandatory teacher evaluation system has been in place since 2003 to assess the performance of about 70, 000 public school teachers from pre - school to high school and adult education. The Chilean system combines formative and summative purposes and uses four instruments: a structured portfolio, a peer interview, supervisor questionna ires, and a self - assessment. In this paper we analyze the Chilean system as a case of interest regarding some controversial issues in teacher evaluation today. To this end we describe the system’s political background, implementation process and results. W e put a special focus on the development and evolution of its evaluation instruments; we discuss their strengths and limitations and review the research evidence regarding their validity and reliability. Finally, we reflect on the Chilean experience in ter ms of the insights it can provide into teacher performance assessment for an international audience. 2014 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275031898025 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.22