This article presents part of a study aimed at identifying and analyzing the assessment of secondary education teachers at the Colégios de Aplicação schools of UNIVALI, in relation to their teaching performance assessment. It considers the teachers’ views on this process, and the use made by the Institution, and the teachers themselves, of the results of this assessment. The study was based on theoretical references to Institutional assessment and teacher performance assessment, and those which offer conceptual bases for the professional development of teachers, in today’s context. In the study, the qualitative method was used to collect and analyze the data, and categorical content analysis was used for the analysis. The analysis was carried out based on the teachers’ reports, in the form of a meta-evaluation, revealed the importance of teachers’ performance assessment, provided this assessment forms part of the educational project of the Institution, giving meaning and significance to the process, and to the use made of the results.