The main objective of this paper is to consider some referential frameworks for assessing teacher performance in Latin America. We begin with a brief conceptualization of the notions of "teacher performance" and "teacher assessment" and their present day meanings. Currently, there is prevailing consensus that assessment is not a bureaucratic tool but a technical tool for the professional development of teachers. Secondly, we present the concept of "teacher assessment" as understood in recent decades and evaluate its theoretical and practical implications. The experiences of the United States, Australia, United Kingdom, Chile and Colombia are analysed as inspiring cases due to their design and practical implementation. From this perspective, we believe it is both strategic and convenient to consider these models as a way to further encourage and enrich future evaluation policies in other countries. Finally, the article places special emphasis on moving towards policies that take into account the particularities of each given context. It is thus necessary to re-think the evaluation system of teachers from the premise that all stakeholders should be active participants in the debate.

Assessment, performance, teacher, models, management