Abstract

Teachers have a great influence on their studentś academic and sometimes personal lives, making the process of continuous improvement and formative teacher performance evaluations essential. This research aims to identify the weaknesses and strengths of the university teacher evaluation model from the point of view of the national certifying buddies. Five interviews were applied to the people responsible for ANECA and autonomous agencies teaching staff, while 17 teacher s assessment handbook documentary reviews as well as 17 certification reports were analysed. Results showed that among universities there were no significant differences on the methodology used, even though the incentives given to the teachers were different depending on the university. Another aspects to be taken into consideration was the low participation of students in this process and the greater capability of private universities to make decisions when compared to public ones. There is a low percentage of universities which are certificated; most of them are still in the designing phase while dealing with the difficulties sprung from the reflection processes regarding evaluation. In conclusion, there is a real need of ANECA, the autonomous agencies and the universities to develop a general feedback of their programs, while promoting actions to improve the prestige of the quality education and teaching.