Resumen

GONZALEZ-GAEZ, Yohana et al. Assessment and inclusive policies in the chilean school context and their impact on initial teacher education: the case of a public university in southern austral Chile. Espacios [online]. 2025, vol.46, n.6, pp.285-297.  Epub 30-Ene-2026. ISSN 0798-1015.  https://doi.org/10.48082/espacios-a25v46n06p24.

Assessment in schools has evolved from a grading function into a pedagogical process oriented toward improvement. Initial Teacher Education faces regulations such as Decrees 67, 83, and 170, which require adequate preparation. This study analyzed curricular documents from a public university in southern Chile using a sequential explanatory mixed-methods design. Findings reveal frequent references to assessment, limited presence of Decree 83, and partial integration of Decree 170, highlighting the absence of a uniform curricular standard.

Palabras clave : Assessment; Initial Teacher Education; Decree 67°; Decree 83°; Decree 170°.

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