Teacher evaluation in Chile: highlights and complexities in 13 years of experience

Abstract

The paper examines the process of establishing a teacher evaluation system in Chile and its acceptance by teachers over time. The conceptual base upon which the system was established is described. Evidence is also examined from a variety of data sources and research related to the evaluation system as well as teachers’ use of its results. This evidence includes information from an external review of the system noting tensions between the formative versus accountability purposes of the evaluation system and that are being attended to in the new Teacher Professional Development Law (2016).

Keywords:

• Teacher performance evaluation
• impact of evaluation instruments
• formative and accountability purposes
• external review and policy responses

Notes

1. For details on the process leading to the agreement of a teacher evaluation system see Avalos, 2004; Avalos and Assael (2006).

2. It should be noted that to an extent the concerns about the quality of initial teacher education would be met, according to the Law, by a new content-based external examination that future teachers will take in the year prior to completing their preparation.