Resumo

LEIVA-GUERRERO, María Verónica; SANHUEZA-MANSILLA, Jimena Ivonne; SOTO-CALDERON, María Paz  e  MUNOZ-LAMELES, María Eliana. Learning monitoring at low income schools in COVID-19 context. Alteridad [online]. 2022, vol.17, n.1, pp.89-102. ISSN 1390-8642.  https://doi.org/10.17163/alt.v17n1.2022.07.

Nowadays, in pandemic context, education has been conditioned to break with the daily school’s routine and has engaged to different alternatives to implement changes, especially those related to evaluation. Schools are challenged to follow new guidelines which are issued by the Ministry of Education, such as Priorización Curricular and new learning contexts at home. In this research, it is of a great interest to analyze how to incorporate the process of monitoring and learning assessment in the context of non-face-to-face classes during the pandemic in Chile? This article aim is to analyze the process of monitoring learning in 50 Chilean public schools during covid-19 context. The public schools which have been selected, are part of the Sumo Primero en Terreno program that is implemented by the Ministry of Education (MINEDUC) and the Pontificia Universidad Católica de Valparaíso (PUCV). The methodology is qualitative; interviews were answered by the management teams of these schools. The most relevant conclusions are a wide range of conceptions and monitoring purposes that school leaders have, the systematic nature of the monitoring process, its frequency and the tools to carry it out, the overuse of the multimedia systems and digital gadges (WhatsApp, telephone, mail and social networks), as well as the difficulties that they face to organize different approaches to guarantee learning to each student.

Palavras-chave : Learning monitoring; formative assessment; distance education; feedback; COVID-19.

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