This study investigates the causal effects of repeat, formative performance evaluations, under Chile’s national teacher evaluation system. The study’s main results suggest that student learning, teacher beliefs and teaching behaviors are not positively affected by a teacher’s evaluation, both in the year of the evaluation and in the year thereafter. These findings rest on data-sources with unusually comprehensive coverage of a national education system—positive effects on student performance are thus ruled out precisely. The article moreover confirms that its results are not driven by a teacher’s level of work experience, by student sorting, by systematic attrition, or by its model specification.