Abstract

In Chile, the system for assessing the professional performance of teachers of religion of secondary education presents weaknesses in the evaluation of the learning processes. Therefore, a research to characterize the education practices of the teachers of religion in the region of Valparaiso was designed. With a qualitative perspective, semi-structured interviews were carried out to six teachers of religion of Valparaiso and their assessment processes were analyzed. The content analysis indicates that they have scarce theoretical and practical knowledge of the current evaluation approaches what, together with the fact that the grades in the religion class do not have any impact on the students' promotion to the next levels of school, lead the teachers to design evaluation processes that have a more administrative than formative sense.