Evaluation and autoevaluation are crucial to achieve the desired quality of mathematics teaching, and it also allows the detection of training needs for teachers. Moreover, it encourages an attitude of focus on the student and of continuous self-improvement.

At the university level there is a certain tradition of teachers’ evaluation, but in secondary education in Spain this is a new topic, which is creating discomfort and exhitation in a big part of the teaching community. It is thus important to address the issue in a spanish-wide conference such as this one, organized by the Federeation of Spanish Teachers Societies (FESPM) which includes some 40 different local teacher associations throughout the country.

In order to achieve the desired quality in mathematics teaching, it is necessary to periodically evaluate the pedagogical methods used by teachers. Teacher’s activity is definitely a most relevant factor in teaching quality. Its evaluation must include:

-       The definition of the objectives of evaluation and the academic model in which it is inscribed.

-       The definition of the specific aspects to be evaluated.

-       The description of the instruments used to obtain information (polls, reports, studies, interviews,…), of the procedures to be followed and the criteria to be used.

-       A calendar for the evaluation process and for the follow-up plan.

-       A study of the historical behavious of each teacher, and a comparison of  the results of different ones.