Abstract
This article analyzes the role that is played by the evaluator in the teacher assessment that is being implemented in two public schools. This research concludes that evaluators do not contribute to improve the work of the assessed, for they lack of ethics and do not fulfill the expected principles of reliability, pertinence and transparence. An assessment that favors the development of the assessed as a person and as a professional should consider having a better qualified evaluator and, as well, as open new assessment spaces that exceeds the sole instrument itself and the individualization of the educative process. The revision of these aspects by the proper authorities becomes an urgent task, with the aim of improving both the competences of the evaluator and the features of the assessment process itself.
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