Aim:

To design a procedure for assessment of professor performance at the University of Pinar del Rio, Cuba, looking for broader correspondence between the outcome of annual assessment and the fulfillment of institutional goals.

Methods:

The methods used were historical-logical, modelling, and measurement, which relied on document analysis, surveys, and interview techniques, as well as the procedures such as analysis-synthesis and induction-deduction for processing and analysis of empirical and bibliographic information.

Results:

Some of the problems resulting from the empirical diagnostic were identified as poor engagement of actors that should be part to the process; it is a tedious task for assessors; the schedule set for this task was exceeded; assessment does not correspond to the categories. Based on the previous information, and the information consulted, a procedure was designed to conduct annual teacher performance assessment comprising 4 phases, 10 stages, and 19 steps, which combine self-evaluation, hetero-evaluation, and co-evaluation.

Conclusions:

Although several procedures to assess university professor performance are available, there is no consensus as to the way in which they should be implemented, so every university must manage this process through procedures that ensure proper development, considering the characteristics of an organization, and the goals set for the period.

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