The learning process is an interaction between three elements: teaching, learning and evaluation. In curricular vision, teaching includes not only the transmission of knowledge (accented by traditional teaching), but also the whole system of actions taken by the teacher to design and conduct the lesson, in which the student is put in the learning situation. Thus, the teaching aims at motivating the student, developing his or her capacity to assimilate and develop the skills on which the success of learning depends, including, in addition to the teacher's transmission of knowledge (theoretical and practical), the training of mental, affective, volitional skills, etc. The evolution of the concept of teaching leads to changes in the act of learning. Learning takes place predominantly through memorization and reproduction of knowledge; in modern perception, this is achieved through the training of skills and practical skills, achieved through cooperation between teacher and pupil. Learning in curricular vision is no longer a simple matter of assimilation, but is an activity designed to acquire new experiences, to develop skills and abilities that allow the student to optimize his relations with the outside world. The informative aspect of the educational process is complemented by the formative one, maintaining a rational balance between them.The specialized iteration offers several instructional models, determined by a certain degree of involvement in the educational process of the two important factors – the teacher and the student. In this context, we can talk about the bilateral, two-way and interactive nature of the training. It was based on the act of teaching and learning, the traditional assessment, which was based on knowledge, excluded certain areas of learning that were harder to assess: attitudes, behaviors, personality traits, etc. In curricular vision, evaluation is no longer a simple control, but tends to become a means of communicating information on learning, constantly developing a feedback function for the student, integrating into the educational process. The relationship between the actions of the teacher (teaching), the actions of the students (learning) is always oriented towards the achievement of the goals, curricular objectives at the highest quality level. But the evolution of actions and relationships does not make sense, unless the verification and evaluation (evaluation) of the results takes place, in order to then produce the design, realization, correction, improvement, change of mode of action.