Validation of teacher assessment systems assumes a study of their uses and consequences, especially when it comes to high-stakes evaluations. However, these elements are often not made clear in the program's theory of action. This article presents a qualitative study based on a documentary review and interviews with policymakers, which sought to examine how the uses and consequences of the Chilean System for Teacher Recognition are presented and justified in its theory of action. Our findings consist of descriptions of three assertions made regarding the evaluation program: its intended direct outcomes, its indirect outcomes and desired uses, and its undesired consequences and outcomes. Finally, we discuss the essential characteristics of an effective theory of action for a program of this nature, as well as the challenges of integrating both summative and formative goals into teaching evaluation policy and practice.