<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100605</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349248451es</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las evaluaciones educacionales estandarizadas desde la experiencia de los actores]]></article-title>
<article-title xml:lang="en"><![CDATA[Standardized educational evaluations from the actors&#8217; experience]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[Johana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Álex]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100605&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100605&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100605&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un estudio que aborda, desde la sociología de la experiencia, la problemática de la relación entre los actores del mundo escolar y los dispositivos de evaluación estandarizada. Pese a las críticas que estos instrumentos han suscitado en la sociedad chilena, existen directivos de instituciones educacionales dispuestos a implementarlos voluntariamente. El objetivo de este estudio fue indagar en las razones y sentidos que ellos le dan a un programa de evaluaciones de bajas consecuencias desarrollado por una universidad de prestigio en Chile y orientado a medir el desempeño y progreso de estudiantes en relación con el currículum nacional. El diseño contempló la ejecución de una investigación cualitativa en base a entrevistas semiestructuradas a directivos de establecimientos y administradores de redes educacionales públicas y privadas que utilizan el programa de evaluación, seleccionados de acuerdo a criterios de muestro intencionado (N=33). La información fue analizada en base a lineamientos de la Grounded Theory y, posteriormente, interpretada desde la sociología de la experiencia. Los resultados revelaron la presencia de lógicas de la acción heterogéneas (integración, estratégica y subjetivación) subyacentes a las decisiones y usos de las evaluaciones, cuyas posibilidades de articulación recaen en los actores y dependen en gran medida de las condiciones organizacionales de los establecimientos, dando lugar a distintas experiencias en relación a las evaluaciones estandarizadas. Este estudio identificó tres: la experiencia academicista, de adhesión relativa y la subutilización de las evaluaciones. Se concluye señalando las implicancias de este estudio para la investigación, política y práctica educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a study that approaches, from the sociology of experience, the problematic of the relationship between the actors of the school context and the standardized evaluation devices. Despite the criticisms that these instruments have raised in Chilean society, there are s school principals and local administrators willing to implement them voluntarily. The objective of this study was to investigate the reasons and meanings that they give to the use of a low-stakes evaluation program developed by a prestigious university in Chile, oriented to measure the performance and progress of students in relation to the national curriculum. The design contemplated the execution of a qualitative research based on semi-structured interviews with school principals and administrators of public and private educational networks that use the evaluation program, selected according to purposive sampling criteria (N=33). The information was analyzed based on Grounded Theory guidelines for open coding and, subsequently, interpreted from the sociology of experience. The results revealed the presence of heterogeneous logics of action (integration, strategic and subjectivation) underlying the decisions and uses of the assessment, whose possibilities of articulation lie with the actors and depend to a large extent on the organizational conditions of the establishments, giving rise to different experiences in relation to standardized evaluations. This study identified three types: the academicist experience, relative adherence, and the underutilization of assessments. It concludes by pointing out the implications of this study for educational research, policy and practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación estandarizada]]></kwd>
<kwd lng="es"><![CDATA[Experiencia social]]></kwd>
<kwd lng="es"><![CDATA[Usos de la evaluación]]></kwd>
<kwd lng="en"><![CDATA[Standardized assessment]]></kwd>
<kwd lng="en"><![CDATA[Social experience]]></kwd>
<kwd lng="en"><![CDATA[Uses of assessment]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ABARZÚA]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<name>
<surname><![CDATA[CONTRERAS]]></surname>
<given-names><![CDATA[Johana]]></given-names>
</name>
<name>
<surname><![CDATA[MANZI]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<name>
<surname><![CDATA[GARCÍA]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<name>
<surname><![CDATA[TAUT]]></surname>
<given-names><![CDATA[Sandy]]></given-names>
</name>
</person-group>
<source><![CDATA[Validez de evaluaciones educacionales en Chile y Latinoamérica]]></source>
<year>2019</year>
<volume>Sistema de Evaluación de Progreso del Aprendizaje, SEPA: evidencia de su confiabilidad y validez</volume>
<page-range>127-56</page-range><publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
<publisher-name><![CDATA[UC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<collab>AGENCIA DE CALIDAD DE LA EDUCACIÓN</collab>
<source><![CDATA[Nuevo sistema nacional de evaluación de aprendizajes: la evaluación al servicio de los aprendizajes]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
<publisher-name><![CDATA[Agencia de Calidad de la Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALKIN]]></surname>
<given-names><![CDATA[Marvin]]></given-names>
</name>
<name>
<surname><![CDATA[KING]]></surname>
<given-names><![CDATA[Jean]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The historical development of evaluation use]]></article-title>
<source><![CDATA[American Journal of Evaluation]]></source>
<year>2016</year>
<volume>37</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>568-79</page-range><publisher-loc><![CDATA[Los Angeles ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<collab>ASESORIAS PARA EL DESARROLLO</collab>
<source><![CDATA[Estudio sobre el funcionamiento de los servicios de Asistencia Técnica Educativa (ATE) chileno: informe final]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
<publisher-name><![CDATA[Ministerio de Educación: PNUD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen John]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Subjectivity as a site of struggle: refusing neoliberalism?]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year>2016</year>
<volume>37</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1129-46</page-range><publisher-loc><![CDATA[Oxford ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen John]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The teacher&#8217;s soul and the terrors of performativity]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2003</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>215-28</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BEAVER]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
<name>
<surname><![CDATA[WEINBAUM]]></surname>
<given-names><![CDATA[Elliot]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[State test data and school improvement efforts]]></article-title>
<source><![CDATA[Educational Policy]]></source>
<year>2015</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>478-503</page-range><publisher-loc><![CDATA[Los Altos ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOURDIEU]]></surname>
<given-names><![CDATA[Pierre]]></given-names>
</name>
<name>
<surname><![CDATA[PASSERON]]></surname>
<given-names><![CDATA[Jean-Claude]]></given-names>
</name>
</person-group>
<source><![CDATA[La reproducción: elementos para una teoría del sistema de enseñanza]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Popular]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRAVO]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Simce: Pasado, presente y futuro del sistema nacional de evaluación]]></article-title>
<source><![CDATA[Estudios Públicos]]></source>
<year>2011</year>
<numero>123</numero>
<issue>123</issue>
<page-range>189-211</page-range><publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRÖCKLING]]></surname>
<given-names><![CDATA[Ulrich]]></given-names>
</name>
<name>
<surname><![CDATA[KRASMANN]]></surname>
<given-names><![CDATA[Susanne]]></given-names>
</name>
<name>
<surname><![CDATA[LEMKE]]></surname>
<given-names><![CDATA[Thomas]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From Foucault&#8217;s lectures at the Collège de France to studies of governmentality: an introduction]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BRÖCKLING]]></surname>
<given-names><![CDATA[Ulrich]]></given-names>
</name>
<name>
<surname><![CDATA[KRASMANN]]></surname>
<given-names><![CDATA[Susanne]]></given-names>
</name>
<name>
<surname><![CDATA[LEMKE]]></surname>
<given-names><![CDATA[Thomas]]></given-names>
</name>
</person-group>
<source><![CDATA[Governmentality]]></source>
<year>2010</year>
<page-range>9-41</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BROWN]]></surname>
<given-names><![CDATA[Chris]]></given-names>
</name>
<name>
<surname><![CDATA[ZHANG]]></surname>
<given-names><![CDATA[Dell]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How can school leaders establish evidence-informed schools: an analysis of the effectiveness of potential school policy levers]]></article-title>
<source><![CDATA[Educational Management Administration and Leadership]]></source>
<year>2017</year>
<volume>45</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>382-401</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<collab>CHILE</collab>
<collab>Ministerio de Educación</collab>
<source><![CDATA[Política para el fortalecimiento de la evaluación en el aula]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
<publisher-name><![CDATA[Mineduc]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CONTRERAS]]></surname>
<given-names><![CDATA[Johana]]></given-names>
</name>
</person-group>
<source><![CDATA[Les modes de production des inegalités, les cultures scolaires et les expériences des élèves: une comparaison des systèmes éducatifs francais et chilien. 2014. 581 p.]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Bordeaux ]]></publisher-loc>
<publisher-name><![CDATA[École Doctorale: Sociétés, politique, santé publique, Université de Bordeaux]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DE LA VEGA]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<name>
<surname><![CDATA[PICAZO]]></surname>
<given-names><![CDATA[María Inés]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La accountability de la calidad y equidad de una política educativa: el caso de la subvención escolar preferencial para la infancia vulnerable en Chile]]></article-title>
<source><![CDATA[Reforma y Democracia]]></source>
<year>2016</year>
<volume>2016</volume>
<numero>65</numero>
<issue>65</issue>
<page-range>193-224</page-range><publisher-loc><![CDATA[Caracas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DEMAILLY]]></surname>
<given-names><![CDATA[Lise]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[En Europe: l&#8217;évaluation contre la crise des systèmes scolaires, l&#8217;évaluation en crise]]></article-title>
<source><![CDATA[Education et Societes]]></source>
<year>2006</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>105-20</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DEMAILLY]]></surname>
<given-names><![CDATA[Lise]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[L&#8217;évaluation de l&#8217;action éducative comme apprentissage et négociation]]></article-title>
<source><![CDATA[Revue Francaise de Pedagogie]]></source>
<year>2003</year>
<volume>142</volume>
<page-range>115-30</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUBET]]></surname>
<given-names><![CDATA[François]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Les instruments et l&#8217;institution: le cas de l&#8217;école]]></article-title>
<source><![CDATA[Sociologie du Travail]]></source>
<year>2016</year>
<volume>58</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>381-9</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUBET]]></surname>
<given-names><![CDATA[François]]></given-names>
</name>
</person-group>
<source><![CDATA[Sociologie de l&#8217;expérience]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Seuil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUBET]]></surname>
<given-names><![CDATA[François]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The return of society]]></article-title>
<source><![CDATA[European Journal of Social Theory]]></source>
<year>2020</year>
<page-range>1-19</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUBET]]></surname>
<given-names><![CDATA[François]]></given-names>
</name>
<name>
<surname><![CDATA[MARTUCCELLI]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
</person-group>
<source><![CDATA[En la escuela: sociología de la experiencia escolar]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Losada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DURU-BELLAT]]></surname>
<given-names><![CDATA[Marie]]></given-names>
</name>
</person-group>
<source><![CDATA[Le mérite contre la justice]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Presses des Sciences Po]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[EBBELER]]></surname>
<given-names><![CDATA[Johanna]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of a data use intervention on educators&#8217; satisfaction and data literacy]]></article-title>
<source><![CDATA[Educational Assessment, Evaluation and Accountability]]></source>
<year>2017</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>83-105</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ELACQUA]]></surname>
<given-names><![CDATA[Gregory]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Short-run effects of accountability pressures on teacher policies and practices in the voucher system in Santiago, Chile]]></article-title>
<source><![CDATA[School Effectiveness and School Improvement]]></source>
<year>2016</year>
<volume>27</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>385-405</page-range><publisher-loc><![CDATA[Abingdon ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FALABELLA]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Qué aseguran las políticas de aseguramiento de la calidad? Un estudio de casos en distintos contextos escolares]]></article-title>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2016</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>107-26</page-range><publisher-loc><![CDATA[Valdivia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FALABELLA]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The ethics of competition: accountability policy enactment in Chilean schools&#8217; everyday life]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2020</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>23-45</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FALABELLA]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<name>
<surname><![CDATA[DE LA VEGA]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Políticas de responsabilización por desempeño escolar: un debate a partir de la literatura internacional y el caso chileno]]></article-title>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2016</year>
<volume>42</volume>
<page-range>395-413</page-range><publisher-loc><![CDATA[Valdivia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FIMYAR]]></surname>
<given-names><![CDATA[Olena]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using governmentality as a conceptual tool in education policy research]]></article-title>
<source><![CDATA[Educate]]></source>
<year>2006</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-18</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FLICK]]></surname>
<given-names><![CDATA[Uwe]]></given-names>
</name>
</person-group>
<source><![CDATA[Introducción a la investigación cualitativa]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FLÓREZ]]></surname>
<given-names><![CDATA[María Teresa]]></given-names>
</name>
<name>
<surname><![CDATA[ROZAS]]></surname>
<given-names><![CDATA[Tamara]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accountability from a social justice perspective: Criticism and proposals]]></article-title>
<source><![CDATA[Journal of Educational Change]]></source>
<year>2020</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>157-82</page-range><publisher-loc><![CDATA[Berkeley ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FOUCAULT]]></surname>
<given-names><![CDATA[Michel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Le sujet et le pouvoir]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[DEFERT]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
</person-group>
<source><![CDATA[Dits et écrits II 1976-1988]]></source>
<year>2001</year>
<page-range>1041-62</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Gallimard]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIBBS]]></surname>
<given-names><![CDATA[Graham]]></given-names>
</name>
</person-group>
<source><![CDATA[El análisis de datos en investigación cualitativa]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOBO]]></surname>
<given-names><![CDATA[Giampietro]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The renaissance of qualitative methods]]></article-title>
<source><![CDATA[Forum Qualitative Sozialforschung]]></source>
<year>2005</year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-12</page-range><publisher-loc><![CDATA[Berlin ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HEIN]]></surname>
<given-names><![CDATA[Andreas]]></given-names>
</name>
<name>
<surname><![CDATA[TAUT]]></surname>
<given-names><![CDATA[Sandy]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El uso de información evaluativa externa con fines formativos: el caso de establecimientos educacionales chilenos participantes de SEPA]]></article-title>
<source><![CDATA[Revista Iberoamericana de Evaluación Educativa]]></source>
<year>2010</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>160-81</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KENNEDY]]></surname>
<given-names><![CDATA[Brianna]]></given-names>
</name>
<name>
<surname><![CDATA[THORNBERG]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Deduction, induction, and abduction]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[FLICK]]></surname>
<given-names><![CDATA[Uwe]]></given-names>
</name>
</person-group>
<source><![CDATA[The SAGE handbook of qualitative data collection]]></source>
<year>2018</year>
<page-range>49-64</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[SAGE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOEB]]></surname>
<given-names><![CDATA[Susanna]]></given-names>
</name>
<name>
<surname><![CDATA[BYUN]]></surname>
<given-names><![CDATA[Erika]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Testing, accountability, and school improvement]]></article-title>
<source><![CDATA[Annals of the American Academy of Political and Social Science]]></source>
<year>2019</year>
<volume>683</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>94-109</page-range><publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MALIN]]></surname>
<given-names><![CDATA[Joel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?]]></article-title>
<source><![CDATA[Humanities and Social Sciences Communications]]></source>
<year>2020</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTUCCELLI]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
</person-group>
<source><![CDATA[Cambio de rumbo: la sociedad a escala del individuo]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
<publisher-name><![CDATA[LOM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTUCCELLI]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Variantes del individualismo]]></article-title>
<source><![CDATA[Estudios Sociológicos]]></source>
<year>2019</year>
<volume>37</volume>
<numero>109</numero>
<issue>109</issue>
<page-range>7-37</page-range><publisher-loc><![CDATA[Ciudad de México ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTUCCELLI]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
<name>
<surname><![CDATA[DE SINGLY]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[L&#8217;individu et ses sociologies]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Armand Colin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MERLE]]></surname>
<given-names><![CDATA[Pierre]]></given-names>
</name>
</person-group>
<source><![CDATA[Les pratiques d&#8217;évaluation scolaire]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[PUF]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MONARCA]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluaciones externas: mecanismos para la configuración de representaciones y prácticas en educación]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Miño y Dávila]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MONS]]></surname>
<given-names><![CDATA[Nathalie]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effets théoriques et réels des politiques d&#8217;évaluation standardisée]]></article-title>
<source><![CDATA[Revue Francaise de Pedagogie]]></source>
<year>2009</year>
<numero>169</numero>
<issue>169</issue>
<page-range>99-140</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OZGA]]></surname>
<given-names><![CDATA[Jenny]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The politics of accountability]]></article-title>
<source><![CDATA[Journal of Educational Change]]></source>
<year>2020</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>19-35</page-range><publisher-loc><![CDATA[Berkeley ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PARCERISA]]></surname>
<given-names><![CDATA[Lluís]]></given-names>
</name>
<name>
<surname><![CDATA[FALABELLA]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La consolidación del Estado evaluador a través de políticas de rendición de cuentas: trayectoria, producción y tensiones en el sistema educativo chileno]]></article-title>
<source><![CDATA[Education Policy Analysis Archives]]></source>
<year>2017</year>
<volume>25</volume>
<page-range>1-24</page-range><publisher-loc><![CDATA[Tempe ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PARRA]]></surname>
<given-names><![CDATA[Victoria]]></given-names>
</name>
<name>
<surname><![CDATA[MATUS]]></surname>
<given-names><![CDATA[Gladys]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Usos de datos y mejora escolar: una aproximación a los sentidos y prácticas educativas subyacentes a los procesos de toma de decisiones]]></article-title>
<source><![CDATA[Calidad en la Educación]]></source>
<year>2016</year>
<numero>45</numero>
<issue>45</issue>
<page-range>207-50</page-range><publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PERRENOUD]]></surname>
<given-names><![CDATA[Philippe]]></given-names>
</name>
</person-group>
<source><![CDATA[La evaluación de los alumnos]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Colihue]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINO]]></surname>
<given-names><![CDATA[Mauricio]]></given-names>
</name>
<name>
<surname><![CDATA[OYARZÚN]]></surname>
<given-names><![CDATA[Gonzalo]]></given-names>
</name>
<name>
<surname><![CDATA[SALINAS]]></surname>
<given-names><![CDATA[Iván]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Crítica a la rendición de cuentas: narrativa de resistencia al sistema de evaluación en Chile]]></article-title>
<source><![CDATA[Cadernos Cedes]]></source>
<year>2016</year>
<volume>36</volume>
<numero>100</numero>
<issue>100</issue>
<page-range>337-54</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAMOS-ZINCKE]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dispositivo de evaluación y gubernamentalidad del sistema educacional: entretejimiento de ciencia social y poder]]></article-title>
<source><![CDATA[Cinta de Moebio]]></source>
<year>2018</year>
<numero>61</numero>
<issue>61</issue>
<page-range>41-55</page-range><publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAMOS-ZINCKE]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<name>
<surname><![CDATA[FALABELLA]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dispositivo de evaluación educacional y gubernamentalidad en Chile: los orígenes (1844-1970)]]></article-title>
<source><![CDATA[Cuhso]]></source>
<year>2020</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-30</page-range><publisher-loc><![CDATA[Temuco ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTIAGO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Repensar la acción social tras la crisis de la idea de sociedad: las promesas de las nuevas sociologías del individuo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[GATTI]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<name>
<surname><![CDATA[TEJERINA]]></surname>
<given-names><![CDATA[Benjamín]]></given-names>
</name>
</person-group>
<source><![CDATA[Pensar la agencia en la crisis]]></source>
<year>2016</year>
<page-range>103-21</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Centro de Investigaciones Sociológicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHILDKAMP]]></surname>
<given-names><![CDATA[Kim]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Data-based decision-making for school improvement: research insights and gaps]]></article-title>
<source><![CDATA[Educational Research]]></source>
<year>2019</year>
<volume>61</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>257-73</page-range><publisher-loc><![CDATA[Berkshire ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHILDKAMP]]></surname>
<given-names><![CDATA[Kim]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factors promoting and hindering data-based decision making in schools]]></article-title>
<source><![CDATA[School Effectiveness and School Improvement]]></source>
<year>2016</year>
<volume>28</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>242-58</page-range><publisher-loc><![CDATA[Abingdon ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SMITH]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[National testing policies and educator based testing for accountability]]></article-title>
<source><![CDATA[OECD Journal]]></source>
<year>2017</year>
<volume>2017</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>131-49</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STOBART]]></surname>
<given-names><![CDATA[Gordon]]></given-names>
</name>
</person-group>
<source><![CDATA[Tiempos de pruebas: los usos y abusos de la evaluación]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STRAUSS]]></surname>
<given-names><![CDATA[Anselm]]></given-names>
</name>
<name>
<surname><![CDATA[CORBIN]]></surname>
<given-names><![CDATA[Juliet]]></given-names>
</name>
</person-group>
<source><![CDATA[Bases de la investigación cualitativa: técnicas y procedimientos para desarrollar la teoría fundamentada]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Medellín ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Antioquia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SUSPITSYNA]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accountability in american education as a rhetoric and a technology of governmentality]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2010</year>
<volume>25</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>567-86</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SUSSMAN]]></surname>
<given-names><![CDATA[Joshua]]></given-names>
</name>
<name>
<surname><![CDATA[WILSON]]></surname>
<given-names><![CDATA[Mark]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use and validity of standardized achievement tests for evaluating new curricular interventions in mathematics and science]]></article-title>
<source><![CDATA[American Journal of Evaluation]]></source>
<year>2019</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>190-213</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TANNENBAUM]]></surname>
<given-names><![CDATA[Richard J.]]></given-names>
</name>
<name>
<surname><![CDATA[KANE]]></surname>
<given-names><![CDATA[Michael T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stakes in testing: tot a simple dichotomy but a profile of consequences that guides needed evidence of measurement quality]]></article-title>
<source><![CDATA[ETS Research Report Series]]></source>
<year>2019</year>
<volume>2019</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-16</page-range><publisher-loc><![CDATA[Princeton ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TOLO]]></surname>
<given-names><![CDATA[Astrid]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Intelligent accountability in schools: a study of how school leaders work with the implementation of assessment for learning]]></article-title>
<source><![CDATA[Journal of Educational Change]]></source>
<year>2020</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>59-82</page-range><publisher-loc><![CDATA[Berkeley ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VANLOMMEL]]></surname>
<given-names><![CDATA[Kristin]]></given-names>
</name>
<name>
<surname><![CDATA[SCHILDKAMP]]></surname>
<given-names><![CDATA[Kim]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How do teachers make sense of data in the context of high-stakes decision making?]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2019</year>
<volume>56</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>792-821</page-range><publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
