This article is part of our intention to explain the action of the teacher, his discourse and his techniques through which he initiates and maintains the didactic relationship in the classroom. Through the analysis of a corpus that contains courses by nine teachers considered role models by their peers, we will present the evaluative strategies used in the classroom to create and maintain learners’ motivation, with examples from the corpus. After a detailed analysis of the recorded lessons, we can conclude that all the teachers studied pay special attention to the positive side of the assessment, taking care to keep it natural, to maintain an atmosphere of collaboration, to encourage any progress in learning.