Abstract

After decades of a progressive installation of standardized testing in the educational system, the debate has polarized due to questionings regarding its side effects and effectiveness to measure the 'educational quality'. Thus, a search has begun to create instruments that contribute to acquire a comprehensive evaluative vision during the last years. This desire is aimed to be materialized in Chile by creating the Individual and Social Development Indicators (named in the law as "Other Education Quality Indicators"). Nonetheless, there is scarce knowledge about them. This paper delves into the antecedents that lead their creation and analyzes critically its results and effectiveness to measure comprehensively quality in education. To do so, the review of 163 documents and reports (legal, governmental, from international organizations, press) were considered. This article sheds light on these indicators' political and technical inconsistencies and problematizes their limitations to achieve a 'comprehensive assessment' within a highstakes accountability system.