MEDFI: claves para repensar la evaluación del desempeño docente en educación básica

The evaluation of teaching performance constitutes a central element in educational policy in Mexico, for this reason, this article proposes to rethink such educational phenomenon based on the contributions made by the Formative and Comprehensive Diagnostic Evaluation Model (in Spanish: MEDFI), prepared by the National Commission for Continuous Improvement of Education (in Spanish: Mejoredu), during the government of President Andrés Manuel López Obrador. We argue that in a context where educational systems use evaluation models linked to market logic, the MEDFI constitutes a useful tool to improve and enrich teaching practice. We employ the content analysis technique to review the secondary laws of the 2019 Educational Reform as well as official documents that support the MEDFI, with the aim of understanding its meaning and fundamental characteristics, as well as the scope of contributions to the field of educational evaluation. As part of the findings, it is observed that the evaluation focuses on teachers’ learning, promotes self-assessment and co-evaluation, and encourages feedback, with the aim of improving and strengthening the teaching-learning process. It is a relevant theoretical and methodological commitment that assumes the teacher as a professional. Under these circumstances, this evaluation model constitutes an especially valuable contribution to the educational community because it proposes substantive changes for the future of the evaluation of teaching practice.