Social representations of the evaluation process from the perspective of 1st grade teachers belonging to urban municipal schools of Quilpué

Abstract

This study is a qualitative research on the speech of a group of 1st grade teachers and the social representations and beliefs in which their assessment is based. The results showed that decisions on evaluative procedures are based on structural and organizational elements from the school and the educational system, as well as some aspects belonging to the teachers training process, and the school and family culture which restrict the approaching of diversity and inclusion. Some emotional factors which favor the assessment - learning achievement were identified on the teachers, but also some factors which might involve a risk of professional strain. It was confirmed that the decision of school repetition is founded on conceptions that exceed the low learning achievements. Finally, we present some conditions to improve assessment processes in 1st grade.