Teacher evaluation as a strategy for educational innovation and curriculum feedback
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A persistent gap was identified between teacher evaluation and its translation into tangible improvements in teaching and curriculum, which prompted an analysis of how the formative use of evaluation can activate processes of innovation and curricular feedback. A qualitative, narratively systematized literature review was conducted in indexed Spanish and English, with explicit search criteria, screening, and thematic integration on assessment instruments, feedback mechanisms, and curriculum decisions. The analysis revealed one main result: a triadic pattern in which evaluation allowed for the recognition of professional strengths, specific feedback drove the adoption of active methodologies, and classroom evidence guided adjustments to content and achievement criteria, forming a cycle of continuous improvement. The discussion highlighted that this cycle depends on organizational and technical conditions, in particular pedagogical leadership, collaborative cultures of data use, instructional support, and prudent reading of scores, without which the effects are diluted or perceived as punitive. It is concluded that integrating teacher evaluation into professional learning routines and periodic curriculum adjustment windows strengthens the coherence between curriculum, teaching, and evaluation and converts evaluative information into redesign decisions with sustainable impact.
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