The term that has transformed the pedagogy of recent years and has not yet exhausted its resources is "formative evaluation". The concept establishes the evaluation as a mean of training the student and allows the observation of the evolution of his skills. Considering modern assessment as an integral part of the learning process, as part of it, the natural consequence has led to its departure from the traditional "verification" of knowledge and even from the traditional school appreciation. Modern assessment, which promotes the transition from the notion of controlling the acquisition of knowledge to the concept of assessing both learning outcomes and especially the processes involved, refers to the transition from a pedagogy of knowledge transmission to a pedagogy of skills development and the science of becoming. The organic integration of the evaluation in the structure of the didactic activity in the conceptions of the modern pedagogy, determines the amplification of its educational function, placing it in a key position in the instructive-educational process. This consequence derives from a natural understanding of evaluation as a "science of value". From a docimologic perspective, Allal describes formative assessment as a process that takes place as a result of a teaching-learning sequence. Its purpose is to assess, by using "information collection tools", the degree of achievement of learning objectives at predetermined times in the teaching sequence. The teacher will decide whether or not the students have reached the desired level at this stage of training. This is quantitative information that tries to show the teacher if students need "corrective instruction." The criteria evaluation methodology by descriptors differentiates three types of formative evaluation: in stages, punctual and interactive.