A common element in different academic programs is that the declared focus of training in assessment is constructivist. However, when developing various aspects of the evaluation process, behavioral elements are mixed with constructivist ones. Additionally, the formative function of assessment is emphasized in the course; however, the focus is on designing assessment instruments rather than providing descriptive feedback to students, which is a fundamental element of formative assessment. The designed assessment instruments are not applied, so they are not empirically tested, nor is the information about learning that can be obtained from their application analyzed. During the practice in school establishments, future teachers must adapt to the school’s rules, conducting traditional, summative assessment for grading purposes. In this formative space, they cannot innovate or learn in action what is theoretically communicated to them at the university, deepening the practical weakness of the training.

When analyzing the meanings of assessment among academics and pedagogy students, it is observed that the training conveys a similar view of classroom assessment among the institutions and academic programs studied. Three central propositions organize the meanings of assessment among academics and pedagogy students: assessment is a process; evaluating is not just grading; assessment must be fair. Based on this, future teachers consider that the best evaluative practice is informal, fully immersed in the process, and without any negative consequences for students. However, information from other research indicates that this informal practice can be arbitrary and reproduce social differences.

The problems in the training can be interpreted from the tension between the formative purpose and the selective purpose of assessment, which ultimately is an unresolved tension in an inclusive mass education system that coexists with the selective tradition of the system.

La entrada Assessment: A device to promote learning for all or to select? Teacher training in assessment in Chile se publicó primero en Doctorados UDP.

In general terms, it is concluded that in Chile, university teaching training programs are similar to each other and do not directly adhere to a clearly defined theoretical model specific to the field of Higher Education. On the other hand, when analyzing the effect of training on teachers and students for a specific program, positive impacts were observed only after one year of training. In these cases, teachers demonstrated a teaching approach more focused on their students’ learning compared to their peers who had not participated in such training. Additionally, their respective students showed a higher usage of deep learning strategies rather than surface learning strategies.

The study concludes by proposing a university teaching training program based on a theoretical model specific to the field of Higher Education. Furthermore, this proposal considers the main findings of the research to enhance its impact on improving teaching and learning processes.

La entrada The training in university teaching in Chile and its impact on professors and students se publicó primero en Doctorados UDP.

This thesis focuses on the scenario of higher education in Chile and the integration of new university actors into its institutions. In this country, this occurred amid a process of change, a crisis of trust in these institutions, and adjustments in how their quality was regulated.

Quality administrators are now positioned in new university substructures specialized in the function of educational quality management, known as quality assurance units.

During the process of defining their role, a shared identity among quality administrators does not emerge. Until now, this identity has seemed to be primarily based on the common obstacles they must face and the constant efforts they must make to validate their work in the academic sphere. They feel that they have to accept the invisible value of their function within the university. During this process of defining their identity and in an environment where the identity of the “others” (the academics) is more defined and deeply rooted in their discipline, this new actor uses strategies to help reduce their own anxiety regarding their loosely defined role.

La entrada New Actors in an Old Scenario: The Professionalization of Academic Quality Management in Chile; 1990-2015 se publicó primero en Doctorados UDP.

La entrada Jacqueline Gysling se publicó primero en Doctorados UDP.

La entrada Jorge Marchant se publicó primero en Doctorados UDP.

La entrada Judith Scharager se publicó primero en Doctorados UDP.

La entrada Ricardo Torres se publicó primero en Doctorados UDP.

La entrada Germán Campos se publicó primero en Doctorados UDP.