Have you ever wondered what an evaluation process really implies, whether at the classroom level, at the institutional level or at the national level? Responding to this questioning is not an easy task, since on many occasions this process is not central to educational practice and evaluation, more than a "process", is seen as a consequence, as the sum total of what has been achieved, as a qualification and not as an evaluation of a formative and procedural type, from my position, that is where the challenge begins.