I read in Hoffmann (2001): ' ' In the majority of the occasions, pupils and professors had revealed infuriated with the traditional evaluation. Monsters had drawn and them they had jailed the least in its images I am betting in the thickness of these bars! In the transformation of the monster! ' ' Perhaps, for the tenacity of many educators in suggesting tomorrow of the evaluation as metamorphoses of these images negativas.' ' Part of this history has many personages being, believing that she is necessary to work for a school that it respects educating of all the ages, that receive it in its hopelessnesses and desperte to it confidence in the future. To hear the evaluation synthecizes, organizes and express, by means of diverse languages, the relation that each one established with the knowledge. We, professors, must believe and understand that we are incapable to know with exactness what our students had learned on the studied content. To extend the avaliativos instruments makes possible the pupil to express on which associations it produced from one definitive knowledge. We do not have imprisoning in them in old models that limit or bar the possibilities of knowing. To read phonetic 2.1 The evaluation is of basic importance Is unquestioned, the importance of the avaliativo process for the pupil, not as guarantee desua permanence in the school, but to produce a pupil capable to interact, to improve, to produce, to invent and to associate knowledge. A citizen that is not contented with the school, but yes that it goes stops beyond it, independent of the obstacles to be faced. Perceiving the relevance of the avaliativa question and how much the tests are errifying for some pupils, we are worried in extending the quarrel and showing that some authors and professionals of the education, search forms to act for briefing of the problematic one, waiting that it has success in the results of its works and that the culminncia is not only the permanence of these pupils in classroom as the pleasure for the act to study.