Evidence for the transformation and complexification of the Chilean model of teacher evaluation^I

This article presents the results of a study conducted in 2012 and 2013 which sought to investigate the effectiveness of the teacher performance evaluation implemented in Chile with teachers from public schools in order to improve the learning outcomes of Chilean students. The research was conducted using the quantitative paradigm. In order to relate the results of students with the teacher evaluated, we selected cohorts of students in the fourth year of primary education who had been taught Language and Communication and Mathematics by the teacher evaluated. The relation was established using a multivariate model. The results obtained allow us to argue that there is no significant relationship between participating in the assessment of teacher performance and the learning outcomes of students. Therefore, it is necessary to analyze not only the effectiveness of the process but also the official argument of the benefits of teachers undergoing this type of evaluation. Finally, this study’s results, in addition to international evidence, support the need for complexifying the Chilean evaluation model by means of the concepts of decentralization, contextualization and participation, which are absent from the process currently implemented.

Education; Teacher evaluation; Educational factors; Control; Accountability