The article explores the knowledge, assessments, expectations and recommendations of student teachers and their career managers regarding the centralized and standardized evaluation applied to them in Chile (National Diagnostic Evaluation, NDT) to assess the quality of initial training, considering that those evaluated have been largely overlooked in this policy. Utilizing a consecutive mixed design, we conducted individual interviews, focus groups and a survey. The findings offer novel insights for revising the policy. While the participants express support for a national evaluation, they understand it primarily as a tool for improvement. Critiques center around the current instrument’s limitations in terms of standardization and the absence of practical performance evaluation. They also highlight concerns about insufficient information on the instrument and emphasize the need for a detailed description of results to facilitate  interpretation and use for improvement.  In conclusion, the study advocates for a comprehensive  review of the multiple objectives of this evaluation, prompting reflection on the meaning and scope of evaluative mechanisms to strengthen initial teacher training.The article explores the knowledge, assessments, expectations and recommendations of student teachers and their career managers regarding the centralized and standardized evaluation applied to them in Chile (National Diagnostic Evaluation, NDT) to assess the quality of initial training, considering that those evaluated have been largely overlooked in this policy. Utilizing a consecutive mixed design, we conducted individual interviews, focus groups and a survey. The findings offer novel insights for revising the policy. While the participants express support for a national evaluation, they understand it primarily as a tool for improvement. Critiques center around the current instrument’s limitations in terms of standardization and the absence of practical performance evaluation. They also highlight concerns about insufficient information on the instrument and emphasize the need for a detailed description of results to facilitate  interpretation and use for improvement.  In conclusion, the study advocates for a comprehensive  review of the multiple objectives of this evaluation, prompting reflection on the meaning and scope of evaluative mechanisms to strengthen initial teacher training.