The evaluation of educational institutions has been implemented as a strategy for improvement. However, few studies have addressed the processes and potential achievements experienced by schools in the aftermath. This article offers a preliminary analysis of the impact of the Performance Evaluation and Guidance Visits carried out in Chile by the Agency for Quality Education, as a mobilizing mechanism for the progress of educational institutions.
The research, conducted using a convergent mixed-methods design, included in its quantitative phase a survey administered to 85 school leaders from institutions evaluated in 2014, during the pilot phase of Chile’s School Education Quality Assurance System, whose first plan concluded in 2019.
Initial reports reveal positive effects on the planning of pedagogical and institutional management, as well as on the motivation and commitment of the educational community. However, they show a lesser impact on the improvement of educational outcomes, learning achievements, and internal efficiency in the long term. Likewise, the principals surveyed agree on the need for faster feedback, more effective support, and more regular follow-up on the processes and recommendations highlighted during the visits.
From their perspective, evaluation has a mobilizing effect, but its contribution to improvement is limited due to shortcomings in the focus of support and guidance.