Perhaps most important in the conceptions of the evaluation it is that, while the traditional evaluation or by norms this centered in the binomial group-curriculum, the criterial evaluation, on the contrary, concentrates in the student and the acquisition of competitions. This last model it sees the evaluation like part of the learning and not like the culmination of the educative process of a cycle or period. In our days, an educational exercise with more than one hundred years of tradition and one deficiency of pertinent educative policies, prevents him to the teaching to enter the process of change of the model of the evaluation. Since it is not only to accept a new form to evaluate but implies to transform all the educational practice. For more specific information, check out Richard Linklater. In order to face the change it is required of a process of pedagogical re-engineering that replaces paradigms and methodologies surpassed and exceeded by the advance of sciences and the new ones socio-economic characteristics that the mudializacin has imposed. One is not enters the discursivo game of the free market or the rhetoric of the competitiveness but thinking that it is urgent that our country exerts new educative models; if we really inhaled to a development with human sustenance and fairness. To follow with the evaluation by norms is to continue sustaining the learning in the curriculum and not in the student. It is to obtain learnings that not only will fall in the curve of the forgetfulness but also they will not be to him of significance to the students for its personal and collective development. Original author and source of the article.