(Pontificia Universidad Católica del Perú, 2023-09-29) Padilla Fuentes, Geraldo; Rodríguez Garcés, Carlos; Espinoza Valenzuela, Denisse
This article explores the results of Teacher Evaluation in Chile during the last decade, especially those of the teacher portfolio and its subdimensions. The results show that, during the last years, unsatisfactory performance in the Teacher Evaluation has increased, mainly among male teachers and those who teach History. As regards the portfolio, it is the instrument with the lowest average results each year, especially its indicators of curricular emphasis and use of error for learning; the binary logistic regression indicates that the most favorable profile for an adequate performance in this instrument is linked to the female gender, secondary education, and the mathematics subsector. The conclusions discuss the role and usefulness of the portfolio in Teacher Evaluation and educational policy.
(Pontificia Universidad Católica del Perú, 2023-09-29) Maldonado Fuentes, Ana Carolina; Rodriguez Alveal, Francisco
The objective of this study was to investigate Learning Assessment as an integral part of the professional knowledge required for educators to assess whether educational objectives have been met at the tertiary level. A comprehensive literature review was conducted, analyzing academic sources within the Web of Science database from 2017 to 2021, resulting in a collection of 56 papers in Spanish. Following the application of rigorous double-blind inclusion and exclusion criteria, content analysis was performed on 17 publications that encompassed a range of approaches. Notably, prevalent among these were the concepts of formative assessment, assessment for learning, and the incorporation of feedback in pedagogical innovations. However, more robust theoretical frameworks based on concep-tual and historical foundations were less frequently encountered. Consequently, this study marks a departure from the conventional perspective on traditional learning assessment, signaling a fresh approach to enhancing assessment literacy among Spanish-speaking educators in the domain of Higher Education.
