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Copyright of Revista de Psicología (Santiago) is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of standardized achievement tests has expanded throughout the school setting, yet clarity is lacking on the form of usage and the conditions under which they are administered. This article presents a study of a low-stakes assessment program implemented in approximately 200 schools in Chile. Based on a qualitative focus, thirty-three interviews were conducted with the directors of schools, school networks, and educational programs that contract such assessments. The results permit a description of the use of standardized tests according to user profiles and the conditions that favor or hinder their usage, revealing the existence of pedagogical and school improvement uses, as well as situations of underutilization. Lastly, the implications for school policy and practices are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to adapt the Course Experience Questionnaire (CEQ) and the Study Process Questionnaire (SPQ) and to provide preliminary evidence of their validity in the context of university teaching developmental programs. Content validity evidence was analyzed by 6 expert raters, internal structure was checked via confirmatory factor analysis, and internal consistency and correlation between the instruments were examined via alpha and omega coefficients. The convenience sample was composed of 686 students from a university located in the Metropolitan Region of Chile. Revised and linguistically adapted versions of the instruments were obtained. A high degree of agreement among the raters was observed regarding the contents of the instruments. The evidence obtained supported the 2-factor structure of the SPQ and the 4-factor structure of the CEQ. Also, theoretically consistent correlations were found according to the 3P model. For example, students with a deep learning approach perceived good teaching and clear objectives and goals. The possibility to develop arguments for the use of the CEQ and the SPQ based on other types of evidence is discussed. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia & Trabajo is the property of Fundacion Cientifica y Tecnologica de la Asociacion Chilena de Seguridad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)