Elisa de Padua

I am a Psychologist, and educational assessment is my main academic and professional interest. I am now finishing a PhD in Education at the University of Cambridge. My research purpose is to analyse, through a multiple-case study, classroom formative assessment practices of reading comprehension in Chile in vulnerable contexts. This analysis aims to contribute to professional teachers’ reflections about formative assessment and students’ development as readers and to identify specific challenges that need to be considered when designing support resources for classroom assessment and opportunities for teachers’ professional development.

Educational assessment has been my professional passion since I finished my studies in Psychology at the Pontificia Universidad Católica de Chile. Since then, I have worked around the issue of assessment from different perspectives considering classroom and system-wide assessments, research about assessment practices, teacher training, and the development of national assessment policies. I have participated in different projects where I could think about educational assessment from the perspectives of research, policy and teaching.

I worked in the design of the communication strategy for the national assessment system in Chile (SIMCE tests); in the development of teaching and learning national standards in Chile, México, Perú and Kuwait; in the elaboration of national examinations for students and teachers in Chile and the Dominican Republic; in the development of international tests like SERCE from UNESCO; and in the design of a national policy to support classroom assessment practices in Chile; among other projects.

I completed a Master in Educational Psychology at the Pontificia Universidad Católica de Chile in 2003. I also finished a Master in Philosophy in Cambridge in 2011, which was focused on assessment from the perspective of initial teacher training. In 2017, I started my PhD with a project dedicated to analyse the practices, opportunities and challenges regarding the formative assessment of reading comprehension in vulnerable schools.

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