About the validity of the Quality Measuring System of Education in Chile

Abstract

Measurement System for Quality Education (SIMCE) has been delivering learning outcomes for more than two decades, having various uses by different actors. The current national awareness of the deficiencies of quality and equity of the school system is largely based on this information. However, since its inception this information system has been criticized and rejected by a large section of teachers and academics. This article examines these criticisms and the main uses of information, including the choice of schools by parents, and the pedagogical use of it by teachers. It is argued that the validity of this measurement system is played largely on the usefulness of school performance information for the educational work of teachers.