The scope of learning evaluation for a teacher is reviewed. It corresponds to a qualitative descriptive study, based on semi-structured interviews with a sample of 42 teachers with relevant work experience in the classroom (8 years), belonging to public establishments, in the Maule region (Chile). The analysis makes it possible to show the thinking and the teaching dynamics on this subject, identifying critical nodes that, if addressed, would positively affect the improvement of their evaluative practices. Based on the findings, proposals are formulated at the level of policies that lead - in parallel - to the orientation and development of pedagogical management in this framework.