It is not possible to think about the quality of education in a country without considering the training of teachers. Among the many skills that teachers in Chile need to develop, one of the weakest in this country is monitoring and assessing student learning. This represents a challenge for initial teacher training. The purpose of this study was to analyze the learning opportunities in assessment reported by 724 students training to be basic education teachers in the last year of their programs at 23 Chilean universities, who answered a survey about their preparation in terms of assessment of student learning in late 2014. The results show that little attention is given to the specificities of assessing the subjects they will teach, although there is a balance between theoretical and practical approaches. Given the sample studied, the availability of the instrument, and that the cohort analyzed was trained before the publication of the standards for initial teacher training (2012) and before the regulations for initial training were introduced under Law 20,903, this study constitutes a baseline to monitor possible changes as a consequence of these policies. © 2021 Pontificia Universidad Catolica de Chile. All rights reserved.
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© 2021 Pontificia Universidad Catolica de Chile. All rights reserved.
- Assessment literacy
- Initial teacher training
- Learning assessment
- Opportunities of learning
- Pedagogy programs