A correlational and descriptive study of the preparation and results for the english Simce in 2012 and 2014 at three schools in Santiago

Abstract

The origin of the gap between the results of public and private schools in English SIMCE is an interesting topic to investigate not only because it has called the attention of the authorities but also due to its intrinsic relation with the perpetuation of inequality in Chile. The number of hours dedicated to prepare students, how teachers are trained and how important this evaluation is for schools are important aspects to consider when evaluating the difference in test results scores. For the understanding of this study, we will show you how three schools from different systems prepare their students for the English SIMCE test. In this sense, proper literature arises from the background of the National Curriculum Framework, the four Language skills, and the definition of Standardized Test. Besides, the data collected through a survey and observations provided by the researchers are examined in detail. After interpreting these pieces of information, conclusions and suggestions for future research are made.