Abstract
More and more countries show an increased interest in establishing teacher evaluation systems as an integral part of educational policies. Beyond the realistic preoccupation of judging the merits of educators, there remain several questions about the effective achievement of this process. The objectives of the present study are theoretical, namely the investigation of the weaknesses and strengths of teacher evaluation models as presented in the Western literature. We will analyse the two fundamental perspectives on evaluation, namely traditional evaluation and recent evaluation based on models. Regarding recent approaches, we shall insist on the value-added assessment model, which has triggered the most controversy in the world. A series of conclusions and recommendations on evaluation implementation will be presented. The real reform of teacher assessment should consider the broader context of transforming the education system. We advocate the development of new teaching and learning systems that align the assessment of teachers and students with the goal of improving both.
Key words: teacher evaluation, traditional evaluation, value-added models