Developing Evaluation Competence in Initial and Continuing Teacher Education: An Integrative Framework for Educational Projects

Objective. Developing evaluation competence has become an important priority in teacher education. However, the literature continues to address assessment literacy, evidence use, professional learning, and organizational evaluation capacity as largely separate domains. Addressing this conceptual fragmentation, this article proposes an integrative framework that explains how evaluation competence develops through teachers' engagement in educational projects. Methodology. The study combines a critical review of the literature with a descriptive analysis of data collected through a questionnaire from 68 teachers and school managers in the Republic of Moldova who took part in training programs on the management and evaluation of educational projects. The empirical findings were used to examine the correspondence between existing models and the professional experiences reported, as well as to ground a new conceptual model. Results. The data reveal a high level of teacher participation in educational projects, but limited involvement in their design and evaluation, together with a need for training oriented toward practical evaluation experiences. Building on these findings, the study proposes the Integrative Framework of Evaluation Competence (IFEC), built around four interdependent domains: conceptual knowledge, methodological expertise, reflective inquiry, and evidence-based professional judgment. Conclusions. By integrating previously fragmented perspectives on evaluation competence, this article proposes an explanatory framework that accounts for its development across initial teacher education, continuous professional development, and participation throughout the full cycle of educational projects. The IFEC provides both a conceptual foundation for understanding how evaluation competence develops and a practical reference for designing teacher education programmes, strengthening evaluation practices, and informing future empirical research.