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