The objective of this article is to determine the state of knowledge teachers have about the meanings of performance evaluation in basic education in Chile and Mexico. The research methodology was carried out in two phases: heuristic, by means of which were identified and selected studies conducted in both countries; and hermeneutics, in order to analyze and interpret the obtained information.
The work concludes that teachers have built meanings on the performance evaluation that affect the following areas of experience: professional culture; social representations; identity construction, and finally, professional development. Thus, it is concluded that the meanings on performance evaluation are interpreted as an individual process of technical rationality associated with verification and control mechanisms to reach the required level of performance, but which does not safeguard or organize instances that encourage continuous training.
