Abstract

This article presents a research developed in 2011 in Santiago of Chile; a case study on the assessment that teachers of Middle School developed on books established by the Complementary Reading Plan. The main purpose was to investigate the relation between teachers' beliefs and representations of the literary reading and their way of evaluating the reading comprehension of their students in the subject of Language and Communication. The results show a relationship between teachers' evaluation practices and their systems of beliefs related to literature; as well as a predominant certifying conception of the evaluation, which is demonstrated by the instruments used in the assessments.