Abstract
Objective: Review in the scientific literature different conceptions to the new forms of measurement and classification of results, based on evaluative practices aimed at the development of the student and his numerous capabilities and abilities, in which difficulties are considered as beginning of a teaching-learning process. Methods: Present a bibliographic study of how the evaluation of learning is experienced in the school context, proposing a new conception of the same as books and materials as a theoretical basis for answering questions. Results: The act of evaluating is indispensable to the teaching-learning process, especially considering that the evaluation tends to subsidize the construction of this process. It is noted the need to understand and give more about the evaluation of learning, in the school context by teachers and students, on the definition of concepts theoretically base. Final Considerations: The concept of learner’s avaliation, although undefined presents interpretations that diverge from the real function of the learner in the learning process. Many teachers, students, and educational professionals still do not understand the significance of evaluation, attributing to it punitive, threatening value, aimed exclusively at classification, without debating more, and thus actually contributing to the improvement of a teaching-learning process.