Browsing by Author "Taut, Sandy"

Now showing 1 - 13 of 13
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    Consecuencias a nivel local de un sistema de evaluación de profesores: el caso de Chile
    (2013) Santelices Etchegaray, María Verónica; Taut, Sandy; Araya, Carolina; Manzi Astudillo, Jorge
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    Un Estudio Sobre la Calidad Docente en Chile : El Rol del Contexto en Donde Enseña el Profesor y Medidas de Valor Agregado
    (2015) Santelices Etchegaray, María Verónica; Galleguillos, Pilar; González Burgos, Jorge Andrés; Taut, Sandy
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    Evaluating school and parent reports of the national student achievement testing system (SIMCE) in Chile: Access, comprehension, and use
    (2009) Taut, Sandy; Cortés, Flavio; Sebastian, Christian; Preiss Contreras, David Daniel
    This evaluation examined school and parent reports of the national student achievement testing system (SIMCE) in Chile regarding three dimensions: access, comprehension, and use. We conducted phone surveys with a representative sample of directors (N = 375), teachers (N = 1145) and parents (N = 625), and we collected more in-depth data through interviews and focus groups in 16 of these schools. The results indicate that access to the reports is not an obstacle to use for school actors, but it is for parents. While summative ratings of the reports in terms of their clarity and utility were generally very positive, the actual recall and interpretation of even basic information (assessed through case scenarios) was incorrect for a majority of teachers and parents, and reported uses of the information were both intended and unintended in nature. We also found some statistically significant differences regarding comprehension and use among subgroups of our sample. Our findings are especially relevant given the expectations attached to the use of the reports for school improvement on the one hand, and parents’ behavior as critical consumers of education on the other hand.
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    How Valid Are the Content Knowledge and Pedagogical Content Knowledge Test Results of the Teacher Professional Development System in Chile?
    (Springer Nature Switzerland, 2021) Valencia Acuña, Edgar Andrés; Kluttig, Martha; Rodríguez, Beatriz; Manzi, Jorge; García, María Rosa; Taut, Sandy; Pontificia Universidad Católica de Chile
    Teacher policies in Chile often deem content knowledge (CK) and pedagogical content knowledge (PCK) as essential dimensions of teaching quality. The measurement of CK and PCK started in 2002, with two voluntary teacher evaluation programs. CK and PCK gained greater relevance with the National System for the Recognition and Promotion of Teachers’ Professional Development (Teacher Career System, TCS) in 2016. TCS is a mandatory nation-wide policy defining the career paths of educators serving in publicly funded schools. Shortly after the first evaluation process, this chapter attempts to examine critical aspects related to the validity of the CK-PCK test results. Validity is a requirement to justify the high-stakes nature of the test. Along with a description of the policy context and measurement process, the chapter proposes seven assumptions underlying the appropriate use of the test results for the decisions the teacher evaluation program seeks to inform. The chapter discusses how reasonable five out of the seven assumptions are and offers a formative judgment of the validity of the CK-PCK test results. Finally, the chapter offers guidelines for a summative validation agenda discussing various ways of improvement of the mandatory measurement of CK and PCK in Chile
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    Is Validation a Luxury or an Indispensable Asset for Educational Assessment Systems?
    (Springer, Cham, 2021) Taut, Sandy; Lay Martínez, Siugmin Paz; Manzi Astudillo, Jorge; García González, María Rosa; Taut, Sandy
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    El Rol del Género en las Interacciones Pedagógicas de Aulas de Matemática Chilenas
    (2016) Espinoza Catalán, Ana María; Taut, Sandy
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    Studying self-evaluation capacity building in a large international development organization
    (SAGE PUBLICATIONS INC, 2007) Taut, Sandy
    This action research study addresses the link between building evaluation capacity and enhancing evaluation use for learning. The author shares her experiences and reports on the evidence collected from a set of self-evaluation capacity-building interventions that she implemented. Using a mixed-method approach, the author first determined that the organization lacked the prerequisites to learn from evaluation. She then implemented self-evaluation capacity-building interventions, accompanied by a real-time study of how the participants changed attitudinally, cognitively, and behaviorally. Results indicate the potential of these interventions to facilitate an individual's ability to learn from evaluation and underscore the need for supportive organizational contexts, structures, and processes if evaluation use for learning is to occur throughout the organization.
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    The Theory Underlying the Certification of Teaching Excellence Programme in Chile
    (MINISTRY EDUCATION & SCIENCE, 2012) Araya Ramirez, Carolina; Taut, Sandy; Santelices Etchegaray, Veronica; Manzi Astudillo, Jorge; Mino Flores, Fanisa
    The goal of this qualitative study was to develop a model that demonstrates how a certification of teaching excellence programme intends to produce its desired effects. This so-alled 'programme theory' reflects the opinions of N = 11 programme designers representing four stakeholder groups, whose perceptions were captured using semi-structured interviews. The results reveal that the programme designers can articulate a general model listing intended outcomes, but the model lacks substantial detail regarding the question of how the specific programme components are linked and arrive at the intended outcomes. In the educational system as a whole, the programme is expected to increase teacher salaries based on individual performance, retain good teachers in the classroom and foster peer mentoring and collaboration. At the level of individual schools, certified teachers are expected to encourage their peers to participate in the programme. Lastly, at the level of individual teachers, certified teachers are supposed to benefit from social recognition and heightened professional self-esteem.
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    Theory underlying a national teacher evaluation program
    (PERGAMON-ELSEVIER SCIENCE LTD, 2010) Taut, Sandy; Santelices, Veronica; Araya, Carolina; Manzi, Jorge
    The paper describes a study conducted to explicate the multiple theories underlying Chile's national teacher evaluation program. These theories will serve as the basis for evaluating the intended consequences of this evaluation system, while not losing sight of emerging unintended consequences. We first analyzed legal and policy documents and then interviewed fourteen representatives of the four stakeholder groups involved in the program's design and implementation, in order to gain insight into their respective conceptions of the program's functioning and intended effects. The results show that, as to be expected and despite the long and difficult negotiation process that preceded implementation of this program, multiple political stakeholders still view the program's intended effects differently. However, there was substantial overlap regarding a number of intended effects, such as building the capacity of, and triggering change in, teachers with shortcomings, and informing the selection of new teachers and facilitating the exit of unsatisfactory teachers from the system. It was difficult to get interviewees to talk about how exactly these intended effects are supposed to be achieved. The paper draws conclusions regarding theory elaboration process involving multiple stakeholders in a highly political context. (C) 2010 Elsevier Ltd. All rights reserved.
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    Two teacher quality measures and the role of context: evidence from Chile
    (2017) Santelices Etchegaray, María Verónica; Valencia, Edgar; González Burgos, Jorge Andrés; Taut, Sandy
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