The article deals with theoretical aspects related to the teaching-learning-evaluation process through postmodern didactics. The three coordinates of teaching, learning, evaluation – and the relations between them within the educational process, differ throughout the history of pedagogy, depending on the developed didactic vision, thus the following stages of didactics have emerged: traditional didactics, modern didactics, postmodern didactics. The postmodern school has as fundamental activity not only the endowment of students with a baggage of knowledge, but especially their coordination and stimulation in the direction of cognitive, affective, social development, of practicing skills in various environments, in order to prepare them for optimal integration into social activity and life.