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Direct linkJessica Aliaga-Rojas; Miguel Del Pino – Educational Assessment, Evaluation and Accountability, 2025
This article presents the perspective of rural teaching that shows the invisibility and undermining within the prevailing evaluative policy regime in Chile, a country that controls education and its actors based on the structural foundation of accountability. We focus this study on rural territory to answer this research question: What experiences…
Descriptors: Foreign Countries, Educational Policy, Rural Schools, Social Justice
Download full textMatías Bustamante-Valdés; Danilo Díaz-Levicoy – International Electronic Journal of Mathematics Education, 2024
This study aims to analyze the graphical comprehension of 5th and 6th grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a…
Descriptors: Rural Schools, Foreign Countries, Multigraded Classes, Grade 5
Claudio Andrés Cerón Urzúa; Ranjeeva Ranjan; Rodrigo Arellano Saavedra; Andrew Philominraj – Journal of Education and Learning (EduLearn), 2024
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The…
Descriptors: Foreign Countries, Elementary School Students, Middle School Students, Student Evaluation
