Evaluative Literacy: Teacher Guidance for Promoting Authentic Assessment

• Jocelyn Gabriela Alegría Soto

  , Universidad de Las Américas, Santiago- Chile

  Author

  https://orcid.org/0009-0002-6711-3870 (unauthenticated)

• Cinthia Evelyn Carrasco Díaz

  , Universidad de Las Américas, Santiago- Chile

  Author

  https://orcid.org/0009-0009-7082-6397 (unauthenticated)

• Romano Orlando Silva Barbini

  , Universidad de Las Américas, Santiago- Chile

  Author

  https://orcid.org/0009-0000-9790-5006 (unauthenticated)

• Karen Núñez-Valdés

  , Universidad de Las Américas, Santiago- Chile

  Author

  https://orcid.org/0000-0002-6641-6581 (unauthenticated)

The literacy in assessment is a skill lacking in a significant number of teachers, negatively impacting students’ educational progress. Hence, this study aimed to analyse the impact of a literacy and support program for teachers through authentic assessment training. The research conducted was exploratory in nature. It involved three teachers from schools in different districts of Chile, teaching Language and Literature at the 1st year of high school level, and three accompanying researchers. To determine the level of literacy, pre and post-tests were conducted, measuring the dimension of “gathering learning information”. Additionally, to assess the effectiveness of the intervention, teachers were required to enhance their latest evaluation tool according to the parameters of authentic assessment. The results revealed that teachers had a moderate level of assessment literacy and were unfamiliar with authentic assessment. Furthermore, no improvement in their evaluative competencies was observed following the support provided. These findings underscore the urgency of enhancing teachers’ assessment literacy, emphasizing the need for specific training opportunities in this area.

1. Jocelyn Gabriela Alegría Soto, , Universidad de Las Américas, Santiago- Chile

   Profesora de Química, Magíster en Educación mención Innovación.

   https://orcid.org/0009-0002-6711-3870

2. Cinthia Evelyn Carrasco Díaz, , Universidad de Las Américas, Santiago- Chile

   Profesora de Educación Diferencial, Magíster en Educación mención Innovación.

   https://orcid.org/0009-0009-7082-6397

3. Romano Orlando Silva Barbini, , Universidad de Las Américas, Santiago- Chile

   Profesor de Lenguaje y Comunicación, Magíster en Educación mención Innovación.
   https://orcid.org/0009-0000-9790-5006

4. Karen Núñez-Valdés, , Universidad de Las Américas, Santiago- Chile

   Profesora de Historia, Geografía y Ciencias Sociales, Magíster en Educación mención en
   evaluación educativa, Doctora en Política y Gestión Educativa. Académica investigadora Universidad de
   Las Américas. https://orcid.org/0000-0002-6641-6581

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• 2024-09-24 (2)
• 2024-09-19 (1)

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