Abstract

This study presents the results of a study on evaluative competences and was carried out with teachers currently practicing in educational institutions participating in a government program called Assistance and Effective Access Program (PACE in Spanish) in the Bíobío region of Chile between the years 2015 and 2016. Following the quantitative paradigm an exploratory cross-sectional design was performed in a stratified sample of 63 teachers, who completed a perception survey (Quiros Domínguez, 2013a), with Alpha Cronbach α = 0.96. Descriptive methods were used to identify the predominant competences of knowledge, know-how, knowing how to act and how to be, these competences were also compared with each other. The findings show that, in general, teachers who participated in the study perceived themselves as having high levels of knowledge in most of the dimensions considered, with lower results in those indicators related to non-traditional and holistic assessment procedures. These results coincide with other studies carried out in Chile.