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One of the most important and valuable skills of a teacher is the capacity to use high quality classroom assessment practices. The present study adapted and piloted a portfolio that captures teachers’ classroom assessment practices in middle school mathematics. The purposive sample comprised 17 middle school teachers from schools of diverse socioeconomic status in Santiago, Chile. Participants completed 2 portfolios with evidence of their classroom assessment practices, answered 2 self-perception questionnaires about their practices, and were interviewed. The portfolios were scored by 2 mathematics teachers who were trained to apply a scoring rubric. The analyses included a generalizability study, correlations, mean comparisons, and content analysis of the interviews. Results indicate a low correlation between teachers’ self-reported practices and the portfolio evidence. In addition, initial qualitative results suggest a positive effect of the portfolio on participants’ capacity to reflect about their assessment practices. It is necessary to further improve the instrument, the scoring rubric, and rater selection and training in order to increase the portfolio’s reliability.

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Adaptación y Pilotaje de un Portafolio Para Evaluar Prácticas de Evaluación de Aprendizajes en el Aula en Profesoresde Matemática de Segundo Ciclo Básico