In accord with the actual position to assessment for the improvement and innovation in teaching, this article presents an teaching assessment model for the higher education institution in Mexico. The model is congruent to the national curriculum designed in 1997, for the teachers to basic education, and with the new trends in competency based curriculum. Includes some analysis about the improvement potential to the assessment process, specifically presents the results to the self-assessment by means to two instruments of the MECD (Modelo de Evaluación de Competencias Docentes) how an opportunity for development to self-critical process about their teaching practices. After this application, the teaching assessment model was designed by means to participating of teachers in group discussion. The results to self-assessment are presented for each competence, the most relevant fact about this experience, is that the faculty values their teaching strategies very well, except the learning assessment strategies.  Whit regard to teaching assessment model, the teachers classified the docent competences in accord to below, during and after classroom´s work. The paper ends with a reflection about the value to participative construction to this model for the teachers, in order to the assessment have a change potential.

Faculty Assessment, self-assessment, competences, teaching assessment, teaching training, higher education.