<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662022000200511</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectivas de directivos educacionales sobre el uso de pruebas estandarizadas. El caso de una evaluación de bajas consecuencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Leaders' Perspectives on the Use of Standardized Tests. The Case of a Low-stakes Assessment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[Johana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Álex]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Centro de Medición MIDE UC ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Centro de Medición MIDE UC ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>93</numero>
<fpage>511</fpage>
<lpage>536</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662022000200511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662022000200511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662022000200511&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las evaluaciones estandarizadas de aprendizaje se han extendido en el ámbito escolar, sin embargo, no existe suficiente claridad sobre cómo y bajo qué condiciones son utilizadas. Este artículo presenta una investigación que aborda los usos de un programa de evaluación de bajas consecuencias implementado en alrededor de 200 escuelas de Chile. Empleando un enfoque cualitativo, se realizaron 33 entrevistas a personal directivo de escuelas, de redes escolares y de programas educacionales, contratantes de estas evaluaciones. Los resultados permiten describir la utilización de este tipo de evaluación según los perfiles de las y los usuarios y las condiciones que la favorecen u obstaculizan, revelándose la existencia de usos pedagógicos y de mejora escolar, así como situaciones de subutilización. Finalmente, se discuten las implicaciones para las prácticas y política escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of standardized achievement tests has expanded throughout the school setting, yet clarity is lacking on the form of usage and the conditions under which they are administered. This article presents a study of a low-stakes assessment program implemented in approximately 200 schools in Chile. Based on a qualitative focus, thirty-three interviews were conducted with the directors of schools, school networks, and educational programs that contract such assessments. The results permit a description of the use of standardized tests according to user profiles and the conditions that favor or hinder their usage, revealing the existence of pedagogical and school improvement uses, as well as situations of underutilization. Lastly, the implications for school policy and practices are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[uso de la información]]></kwd>
<kwd lng="es"><![CDATA[validez de las pruebas]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="en"><![CDATA[student assessment]]></kwd>
<kwd lng="en"><![CDATA[use of information]]></kwd>
<kwd lng="en"><![CDATA[test validity]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
</kwd-group>
</article-meta>
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