Making sense of data-use policy in high schools in Chile: Good intentions, weak implementation

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 2
  In Roundtable Session: Education through an international context

Abstract

This study examines how three Chilean high schools use a national formative assessment tool—the Integral Learning Diagnosis (DIA)—within a system shaped by strong accountability pressures. Although DIA was designed to support instructional improvement through data use, findings show that schools often adopt a compliance-oriented or standardized test logic. Results also reveal limited reflective data practices and concerns about the validity of the results, especially due to students’ lack of motivation and individual consequences. The study highlights how policy intent can be undermined by entrenched accountability cultures, data literacy gaps, and skepticism toward low-stakes assessments.

Authors

• Felipe Aravena, Pontificia Universidad Catolica de Valparaiso

• Carmen Montecinos, Universidad Catolica de Valparaiso

• Bárbara Zoro, Pontificia Universidad Católica de Valparaiso

• Monica Cortez, Pontificia Universidad Catolica de Valparaiso

• Fabian Campos, Pontificia Universidad Catolica de Valparaiso

• Macarena González-Murgas, Pontificia Universidad Católica de Valparaiso

• Rebecca Ipinza, Pontificia Universidad Católica de Valparaíso

• Belen Barria, Pontificia Universidad Católica de Valparaiso