What do mathematics teachers say about the bounties and limitations of teacher evaluation?

Studying the assessment that mathematics teachers make on teacher evaluation is essential to support the reorganization of this process. This paper studies the bounties and limitations that mathematics teachers perceive about teacher evaluation in compulsory education. The methodology attended a qualitative paradigm where the informants were 128 mathematics teachers from public school from the regions of the department of Antioquia, Colombia. The teachers taught mathematics at different levels of the Colombian educational system, and to provide information they responded to a survey that inquired about the bounties and limitations of the current evaluation system. The results show that teachers see many more limitations than bounties in the teacher evaluation system despite recognizing its importance. Among the limitations identified by teachers are the subjectivity of the process, little feedback for teachers and little relevance. Within the results it is emphasized that the teacher evaluation system should take into account teacher education, academic production, and the context in which the teacher operates. It is concluded from this study that it is necessary to transform the perspective of the summative evaluation into a formative evaluation that contributes to the improvement of the teaching practice.