The objective of this study was to identify the perceptions of students from four engineering courses at a public university in Curitiba - Paraná  on the evaluation learning practices used by teachers. The theoretical framework for the study was drawn from various national and international authors on the complexity and importance of evaluation for the qualification of future professionals in the field of engineering. The methodological approach was qualitative. The sample consisted of six male students and one female student from the 8th, 9th and 10th periods of four Engineering courses (Electronics, Electrical, Mechanical and Civil Construction). The data was collected through semi-structured individual interviews. The main results show that there is a predominance of summative evaluation in most of the disciplines of the four engineering courses (and in teachers’ practices), and students' participation through self-assessment, peer review is rare and undervalued. Students participating in this study have a clear perception about their participation in the teaching and learning process; how they develop the academic work and evaluation practices that are important to them.

Summative assessment, formative assessment, higher education, engineering students.