Evaluation and Social Justice in the classroom: the case of a rural school on the Isla Grande de Chiloé, Chile
DOI:
https://doi.org/10.31637/epsir-2025-1253Keywords:
assessment, justice social, equity, recognition, stake, inequiality, rurality, communityAbstract
Introduction: This study seeks to link notions of classroom assessment with the dimensions of equity, recognition and participation, through the theoretical perspective of Social Justice, in a rural school in Chiloé, Chile. Methodology: The study is based on a dialogical approach, which implies an extended epistemological process where the research community agrees on the criteria, procedures and treatment of the knowledge generated. We analysed how educational assessment impacts learning, promoting the recognition of diverse identities and the elimination of inequalities. Results: The findings reveal teachers' evaluative knowledge, highlighting the contribution of the community in curriculum decision-making. Instances of participation of diverse educational actors were also identified, although the linguistic aspect was observed in an incipient manner. Discussion and Conclusions: It is concluded that educational assessment plays a key role in social justice, favouring inclusion and equity. The results contribute to the theoretical and empirical basis for research on classroom assessment and social justice approaches in educational contexts.
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