How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines

Abstract

Abstract This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.