The SIMCE as objective of the “Hours of free disposal” of the school curriculum in Chile Claudio Sandoval Balcázar 7-26 DOI: https://doi.org/10.15366/reps2018.3.2.001 PDF (Español (España))
Adverse effects from SIMCE outcomes in Chile María Teresa Botella, Carmen P. Ortiz 27-44 DOI: https://doi.org/10.15366/reps2018.3.2.002 PDF (Español (España))
Teaching to the test: The instructional practice as training or education Raquel Heredia Latorre, Jorjann Kline 45-59 DOI: https://doi.org/10.15366/reps2018.3.2.003 PDF (Español (España))
Teacher evaluation in Colombia Aitor Arizmendi Domínguez, Bárbara Saa García 60-75 DOI: https://doi.org/10.15366/reps2018.3.2.004 PDF (Español (España))
The trajectory of the Ibero-American Network of Researchers on the Evaluation of Teaching (RIIED) Mario Rueda Beltrán, Marlen Yasmin Sánchez Mendoza 76-89 DOI: https://doi.org/10.15366/reps2018.3.2.005 PDF (Español (España))