The unwanted effects of education quality assessment in Chile and the civil society’s reply

Javier Campos-Martínez Patricia Guerrero Morales About the authors


With the advancement of reforms using high-stakes standardized tests to evaluate and manage schools, its unwanted effects are becoming more present while experiences of resistance multiply. This article using qualitative instruments for a period of five years in three schools in Santiago de Chile explore such unwanted effects and the impact of an educational campaign to end them.

Alto al SIMCE; Education policy; Unwanted effects high-stake; standardized testing; Resistance to high-stake standardized tests

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