Teachers from area of science in the course of their educational interventions revealed a set of conceptions and evaluative practices not always consistent with the purposes of educational renewal. In s their beings and educational work coexists speeches and routines internalized as product of the professional socialization. The research runs through the inquiry of what secondary sciences teacher thinks and makes of its pedagogical practice, specifically regarding to learning evaluation. To acquire the information, questionnaires were used as tools to approach the conceptions and evaluative practices; the information showed that "traditional" interventions in the forms and ways of assessing learning persisted despite the teacher training processes. Concurrently new evaluative positions arise; nevertheless, all together reveal situations of uncertainty and ambivalence.

Learning evaluation, teaching of the sciences, educational insights, secondary education, Peru.