The present study considers the relevance, in the educative agenda, of the evaluation of teaching as much for its fundamental role related to the improvement of the institutions, as for being object of the institutional and national policies of evaluation. It makes an analysis on the teaching evaluation of the regular basic education, in a Metropolitan district of Lima, Peru. It departs from a theoretical revision of the concepts, types and methodology of the teaching evaluation to soon investigate on the knowledge, perceptions and feelings that have a group of experts and agents executors: teachers and directors of schools of diverse types of teaching management, on the evaluation of teaching. Different qualitative techniques have been used: focal groups and interviews have allowed the recollection of relevant information on up to 15 variables that have allowed the identification of different strategic (political), ethic and technical aspects of the teaching evaluation.

Teachers’ evaluation, formative evaluation, control evaluation, quality of education.