The evaluative competence as a key factor in teaching quality: analysis on the pre-service teachers training

Teacher's evaluative competence stands out for its impact in the teaching and learning process and in the institutional development. Its relevance is especially evident in the pre-service teachers training, where the students set much of the evaluative representations that will be played when accessing the teaching role. This study analyses the perception of a sample of 704 students of pre-school and primary education degrees on teacher evaluative competence. The collection of information was done by administering a questionnaire to gather the students' perception on five evaluation factors: Design, Implementation, Monitoring, Results and Review. The analysis provides a general description of the evaluative competence noticed by the students and contrasts it according to the teaching competence that they subjectively attributed to the teaching staff (not very competent, competent or very competent). The students value significantly different evaluative practices among teachers considered not competent, competent and very competent in their teaching work. The magnitude of these differences is large in the case of evaluation Design and technical Monitoring, and medium for the Implementation, Results and Review. In all of them, the average indicating greater perception of compliance falls on teaching staff with best teaching competence rates. Even in this case, the students notice a wide range of improvement concerning the practise of the teaching evaluative competence. The Review of the assessment and the processes of feedback and pro-action based on the Results are, in their opinion, the least developed factors.