Teachers’ performance evaluations as an issue has been tackled more at the national than school classroom level. Its analysis has focused on orientation (qualification vs. formation) and on the link or incidence of its results on the docent career. Seldom are students deemed a significant factor in the process of evaluation of teachers. This article is the account of the experience at an educational centre (private, i.e. not run by the Ministry of Education) in which students do play a part in this process, with the corresponding stresses and strains; this, however, also provides us with a view more focused on the evaluation as a tool or mechanism to enhance porfessionalisation.

Noteworthy in this experience are participation and dialogue which facilitates the creation of a culture of evaluation, condition sine qua non to make sense of performance evaluation and let it become a stage for professional learning.

Professional performance, professional skills, professional development.