Coherency between graduate profiles and assessment instruments in primary education teacher preparation programs in Chile.

Abstract

The present article presents the results of an analysis of the existing relationship between the competencies or skills, declared in the graduate profiles of different primary education teacher preparation programs, and the evaluation indicators used in the various disciplines outlined in the curriculum. The study aims to evaluate the correspondence and progression in the attainment and development of said competencies and in turn, the degree of consistency between the profiles and assessments, specifically for the disciplines of Assessment, Curriculum and Instruction, of four institutions of higher learning. The main findings of the study indicate that although the teachers demonstrate a culture of assessment, which considers the use of systematized criteria and indicators in assessment frameworks familiar to the students, there are no strategies, by way of an intentional and reflective practice of incorporating the competencies of each discipline and their respective assessment tools, that would guarantee the progressive attainment of the skills declared in the profiles. As a result, significant aspects of the graduate profiles remain unassessed.