Two Realities of the Teaching Performance Assessment in Higher Education: The Cases of Spain and Portugal
Mónica Vallejo, Ana Torres-Soto & Jesús Molina-Saorin

Abstract

The teaching performance assessment is a priority in the Higher Education policies for quality assurance. The article offers a comparative study of the regulations and integral procedures by Spain and Portugal to ensure quality within their university systems. From an empirical point of view, the study reviews the laws and legal regulations of each country, extracting resemblance and specificity patterns. This documentary analysis allows to conclude that the assessment procedures developed are being influenced by European policies of quality assurance, betting for an assessment model that prioritizes the performance and accountability facing the institutionalization of improvement processes. This way, it is considered that a university professional requires an external assessment in order to be qualified as a quality professional and to guarantee a system according to such quality standards.