The paper calls attention to some of the main problems that may be present in the evaluation of school learning: the emphasis in low level and superficial leaming, the totalizing illusion, the impossible diagnostic as previous step to all teaching, the essentialism, the consideration of mistakes as anomalies, the labeling rol of grades, the mystifying instrumentalization, the disproportionate growth of the evaluation function as judgement and sentence. Against theses dangerous deformations, it is proposed an evaluation as help for increasing learning, incorporated into the regular activities of a school setting rich in formative experiences. This means an open and flexible evaluation, based on the appreciation of daily classroom processes and products. ln this context, grades may be profitely substituted by charts and graphs. Register cards, portfolios, the teacher's careful follow-up, are mechanisms for the accompanyment and support of students' learning. Self-evaluation and co-evaluation are important parts of the evaluative process. Evaluation must be complemented by aid measures, aimed at helping children overcome their learning insufficiencies.
School evaluation; Teaching; Childhood education