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This chapter presents an analysis of evidence-informed teaching practice in the context of Chilean formal education. The concept of evidence-informed practice (EIP) is tackled from the use of data from standardized assessments of learning by agents of the educational system in Chile, analyzing the relationship between the use of standardized assessments and the institutional characteristics of the educational system.

First, the Chilean educational system is characterized according to its regulation and cohesion, utilizing the Hood's matrix (2000). With the current predominance of accountability regulation with high stakes, the Chilean system presents a high degree of regulation and low cohesion. Then, the main uses of assessments in Chile are described based on the available evidence, with emphasis on the National Assessment System (SIMCE) a high-stakes assessment and an alternative assessment system (SEPA) of low stakes. Thirdly, the institutional theory is applied to analyze the factors that facilitate and obstruct EIP in schools. Finally, the chapter concludes by providing some implications for educational policy and practice.