The historical development of educational assessment in Chile: 1810-2014
This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifie...
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| Autor*in: |
Gysling, Jacqueline [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Rechteinformationen: |
Nutzungsrecht: © 2015 Taylor & Francis 2015 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Assessment in education - Abingdon, Oxfords. : Routledge, Taylor & Francis Group, 1994, 23(2016), 1, Seite 8 |
|---|---|
| Übergeordnetes Werk: |
volume:23 ; year:2016 ; number:1 ; pages:8 |
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| DOI / URN: |
10.1080/0969594X.2015.1046812 |
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| 520 | |a This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a different definition of assessment. In these six periods, the state consistently used assessment as a policy tool, hence this phenomenon is not a new or modern one. That much said, the use by the state of assessment has changed its mode of action and purpose. What is distinctive about the present is not only the way in which the state controls education through assessment by demanding the attainment of standards, but also its underlying educational programme which supports the systemic socialisation and economic integration of subjects, rather than their social socialisation and development as citizens. | ||
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10.1080/0969594X.2015.1046812 doi PQ20160212 (DE-627)OLC1971300004 (DE-599)GBVOLC1971300004 (PRQ)i803-d8d8b35696f47a56cff8b90fdfa0bbae2255a4684bb194294ae4438cd7df6cc60 (KEY)0236568520160000023000100008historicaldevelopmentofeducationalassessmentinchil DE-627 ger DE-627 rakwb eng 370 DNB Gysling, Jacqueline verfasserin aut The historical development of educational assessment in Chile: 1810-2014 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a different definition of assessment. In these six periods, the state consistently used assessment as a policy tool, hence this phenomenon is not a new or modern one. That much said, the use by the state of assessment has changed its mode of action and purpose. What is distinctive about the present is not only the way in which the state controls education through assessment by demanding the attainment of standards, but also its underlying educational programme which supports the systemic socialisation and economic integration of subjects, rather than their social socialisation and development as citizens. Nutzungsrecht: © 2015 Taylor & Francis 2015 educational policy history of education assessment policies Enthalten in Assessment in education Abingdon, Oxfords. : Routledge, Taylor & Francis Group, 1994 23(2016), 1, Seite 8 (DE-627)225954753 (DE-600)1375025-2 (DE-576)9225954751 0969-594X nnns volume:23 year:2016 number:1 pages:8 http://dx.doi.org/10.1080/0969594X.2015.1046812 Volltext http://www.tandfonline.com/doi/abs/10.1080/0969594X.2015.1046812 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 23 2016 1 8 |
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10.1080/0969594X.2015.1046812 doi PQ20160212 (DE-627)OLC1971300004 (DE-599)GBVOLC1971300004 (PRQ)i803-d8d8b35696f47a56cff8b90fdfa0bbae2255a4684bb194294ae4438cd7df6cc60 (KEY)0236568520160000023000100008historicaldevelopmentofeducationalassessmentinchil DE-627 ger DE-627 rakwb eng 370 DNB Gysling, Jacqueline verfasserin aut The historical development of educational assessment in Chile: 1810-2014 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a different definition of assessment. In these six periods, the state consistently used assessment as a policy tool, hence this phenomenon is not a new or modern one. That much said, the use by the state of assessment has changed its mode of action and purpose. What is distinctive about the present is not only the way in which the state controls education through assessment by demanding the attainment of standards, but also its underlying educational programme which supports the systemic socialisation and economic integration of subjects, rather than their social socialisation and development as citizens. Nutzungsrecht: © 2015 Taylor & Francis 2015 educational policy history of education assessment policies Enthalten in Assessment in education Abingdon, Oxfords. : Routledge, Taylor & Francis Group, 1994 23(2016), 1, Seite 8 (DE-627)225954753 (DE-600)1375025-2 (DE-576)9225954751 0969-594X nnns volume:23 year:2016 number:1 pages:8 http://dx.doi.org/10.1080/0969594X.2015.1046812 Volltext http://www.tandfonline.com/doi/abs/10.1080/0969594X.2015.1046812 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 23 2016 1 8 |
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This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a different definition of assessment. In these six periods, the state consistently used assessment as a policy tool, hence this phenomenon is not a new or modern one. That much said, the use by the state of assessment has changed its mode of action and purpose. What is distinctive about the present is not only the way in which the state controls education through assessment by demanding the attainment of standards, but also its underlying educational programme which supports the systemic socialisation and economic integration of subjects, rather than their social socialisation and development as citizens. |
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This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a different definition of assessment. In these six periods, the state consistently used assessment as a policy tool, hence this phenomenon is not a new or modern one. That much said, the use by the state of assessment has changed its mode of action and purpose. What is distinctive about the present is not only the way in which the state controls education through assessment by demanding the attainment of standards, but also its underlying educational programme which supports the systemic socialisation and economic integration of subjects, rather than their social socialisation and development as citizens. |
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This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a different definition of assessment. In these six periods, the state consistently used assessment as a policy tool, hence this phenomenon is not a new or modern one. That much said, the use by the state of assessment has changed its mode of action and purpose. What is distinctive about the present is not only the way in which the state controls education through assessment by demanding the attainment of standards, but also its underlying educational programme which supports the systemic socialisation and economic integration of subjects, rather than their social socialisation and development as citizens. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC1971300004</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211208204245.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">160212s2016 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0969594X.2015.1046812</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20160212</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC1971300004</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC1971300004</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)i803-d8d8b35696f47a56cff8b90fdfa0bbae2255a4684bb194294ae4438cd7df6cc60</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0236568520160000023000100008historicaldevelopmentofeducationalassessmentinchil</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">DNB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Gysling, Jacqueline</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The historical development of educational assessment in Chile: 1810-2014</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a different definition of assessment. In these six periods, the state consistently used assessment as a policy tool, hence this phenomenon is not a new or modern one. That much said, the use by the state of assessment has changed its mode of action and purpose. What is distinctive about the present is not only the way in which the state controls education through assessment by demanding the attainment of standards, but also its underlying educational programme which supports the systemic socialisation and economic integration of subjects, rather than their social socialisation and development as citizens.</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">Nutzungsrecht: © 2015 Taylor & Francis 2015</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">educational policy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">history of education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">assessment policies</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Assessment in education</subfield><subfield code="d">Abingdon, Oxfords. : Routledge, Taylor & Francis Group, 1994</subfield><subfield code="g">23(2016), 1, Seite 8</subfield><subfield code="w">(DE-627)225954753</subfield><subfield code="w">(DE-600)1375025-2</subfield><subfield code="w">(DE-576)9225954751</subfield><subfield code="x">0969-594X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:23</subfield><subfield code="g">year:2016</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:8</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">http://dx.doi.org/10.1080/0969594X.2015.1046812</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://www.tandfonline.com/doi/abs/10.1080/0969594X.2015.1046812</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-BIF</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">23</subfield><subfield code="j">2016</subfield><subfield code="e">1</subfield><subfield code="h">8</subfield></datafield></record></collection>
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