In the context of the current educational process, the features of the new paradigm in the evaluation process are highlighted: the focus of the evaluation falls on the formative evaluation that evaluates the students in action, within the learning process; it is contextualized, within the modular themes, based on the connection between the concrete experiences of life and what is learned. The evaluation produces visible effects on students, teachers and other educational agents, on the decision makers responsible for the quality of the teaching process. The change that occurs is not accidental, as it is increasingly intense and rightly speaking, it is talking about elements of student discrimination, namely through classical evaluation. The diversity of the evaluation functions and their formative valences is ensured by the diversity of the evaluation methods and techniques specific to the disciplines.