Abstract

Since 2003, a national teacher assessment system has been applied in Chile. This chapter describes the origin and purposes of the Teacher Assessment, its instruments, consequences, and some results. It also reports on validation studies of the program and illustrates its evolution over time based on changes introduced in the instruments and, especially, the enactment of a Teaching Career Law in 2016. The chapter gives an overview of the Teacher Assessment 19 years after its introduction, recognizing successes, limitations, and pending challenges, not only for the assessment itself, but specially for the educational system and teacher policy. The most important of those challenges is to achieve the formative purpose of contributing substantively to the professional development and improvement of pedagogical practices.