The evaluation of learning has been the subject intriguing, full of stigmas historically constructed. Sometimes (most) is seen as instrument of punishment, coercion, discipline. The nature is classified as descriptive exploratory approach with mixed quantitative and qualitative. To collect data, questionnaires were given to students and teachers from 1st to 4th year course and consultation with the instruments of Student Performance Evaluation (AD). Treatment of qualitative data was by content analysis. It was observed that there are similarities between the objectified and practice, teachers and students recognize the systematic evaluation used as a component in the construction of knowledge, however, is not fully understood the operationalization process of this design evaluation by the subjects involved in research, because existence of distortions in its implementation by students and teachers compromising the pedagogical dimension of assessment, for example the “standardization” of the considerations made in relation to student performance. These factors credibility in AD by students showed decline throughout the course. However the traditional evaluation culture is still present in moments of assessment because the talks are still noticeable feeling of fear of exposing opinions. It was therefore concluded that no action needs to AD in practice between in accordance with the theory, for example, with skills that motivate teachers to the correct implementation of the proposal. It is also necessary to make the student realize the process as responsible for the results in individual and collective performances of AD.