Laura Barrios is a Primary School teacher and holds a master’s degree in educational psychology granted by the University of Alcala (Spain). During her career, she has taught at diverse school systems, remote teaching, private institutions, and high-risk schools. She has also collaborated with research teams on educational topics in Chile and Spain. Today, she is a full-time Spanish teacher at The International School La Serena in Chile. Her main professional interests consider innovative teaching methodologies and approaches to reach diverse students.
She will be co-presenting the following presentation with Dr Tulio Barrios Bulling.
Effective assessment practice at vulnerable schools in times of pandemic
The purpose of the current study is to present the results of some research conducted at 12 vulnerable schools in the central region of Chile. One of the main challenges that online teaching implies has been precisely the evaluation of learning. Teachers who work in vulnerable contexts, may find the assessment process even more demanding.
The presenters will aim to shed light on the most frequently used assessment tools at the targeted school. Among them, which ones are perceived as more efficient by teachers and what reasons are given to support this perception.
The following objectives guided the present investigation.
- To identify the evaluation instruments most used by teachers of vulnerable schools.
- To determine those considered as more and less efficient in this context
- To know the reasons associated with its degree of effectiveness.
- To propose some actions to strengthen the evaluation process.
The results evidenced that the most widely used type of evaluation was the creation and development of projects, closely followed by short-answer questions. Multiple-choice questions and problem solving also obtained high valuations. Research work, questionnaires solving, and the completion questions were other techniques that scored high.
According to the informants, written tests, dramatization, work group, and online interrogations were less effective assessment instruments in their school environments.