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      Políticas de responsabilización por desempeño escolar: Un debate a partir de la literatura internacional y el caso chileno Translated title: Responsabilidade política para o desempenho escolar: Uma discussão da literatura internacional e o caso chileno Translated title: School accountability policies: A debate based on international literature and the Chilean situation

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          Abstract

          Con la instalación del Sistema Nacional de Aseguramiento de la Calidad, Chile ha entrado en una etapa que consolida un modelo de responsabilización por desempeño. Este artículo ofrece un análisis conceptual de los supuestos y componentes en juego de este enfoque, así como de los principales resultados de investigaciones, tanto a nivel internacional como nacional. Para este fin se realizó una revisión de publicaciones en revistas científicas (Scopus, ISI) de los últimos 10 años y de libros y otros textos de autores clave; en total se consideraron 171 documentos. El artículo concluye que, a pesar de las altas expectativas de las políticas referidas, hay significativos nudos críticos que ponen en cuestión los beneficios esperados. Adicionalmente, se propone una diversificación de las concepciones sobre "rendición de cuentas", con el fin de ampliar los imaginarios políticos en educación y repensar el sistema de aseguramiento de la calidad en Chile.

          Translated abstract

          Chile has entered into a stage that consolidates a model of high-stake accountablity through the setup of the National Quality Assurance System. This paper offers a conceptual analysis of the assumptions and components at play in the mentioned policy. In addition, the analysis of a relevant body of international and national research is presented as a review of publications in scientific journals (Scopus, ISI) for the past 10 years, plus books and other works by key authors. In total 171 documents were considered. The paper concludes that, despite the high expectations of accountability policies, there are critical issues that challenge the expected benefits. Additionally, the notion of "accountability" is opened and diversified, in order to rethink the Quality Assurance schema in Chile and, hence, expand the policy imaginary in education for future transformations.

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          Most cited references86

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          The Changing Roles of Teachers in an Era of High-Stakes Accountability

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            Race, inequality and educational accountability: the irony of ‘No Child Left Behind’

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              The Reconstruction of Primary Teachers' Identities

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                estped
                Estudios pedagógicos (Valdivia)
                Estud. pedagóg.
                Universidad Austral de Chile. Facultad de Filosofía y Humanidades (Valdivia, , Chile )
                0718-0705
                2016
                : 42
                : 2
                : 395-413
                Affiliations
                [01] orgnameUniversidad Alberto Hurtado orgdiv1Centro de Investigación y Desarrollo en Educación Chile afalabel@ 123456uahurtado.cl
                [02] orgnamePontificia Universidad Católica de Chile Chile
                Article
                S0718-07052016000200023
                10.4067/S0718-07052016000200023
                ed77b48a-5d2a-4a53-b447-4c4729277a2c

                This work is licensed under a Creative Commons Attribution 4.0 International License.

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                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 75, Pages: 19
                Product

                SciELO Chile


                standardization,Chile,responsabilización por desempeño,rendición de cuentas,evaluación escolar,políticas de estandarización,high stakes accountability,testing

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