Teacher evaluation generates new roles, competencies and performances in teachers, promotes new demands and challenges, making visible the need to structure reflective thinking about practices and creating responsibility in student learning. For this reason, teachers become more and more involved in the need to evaluate all the processes in the school, and therefore they become aware of the evaluation of their competencies, their performances, the procedures and scope for the improvement of the quality of education and of teaching itself. This text updates knowing what is happening, doing meta-evaluation of teaching; as well as the real contributions that the evaluations generate in the personal and institutional sphere, considering the responsibilities and consequences of the process in professional practice and highlighting the main achievements and tensions that arise.