In this article the categories of involvement in the evaluation, learner autonomy to work and the implementation of teaching strategies are analyzed.The study was conducted in the Primary Education Programme at the Faculty of Education in the University of Burgos, Spain.122 students and 15 teachers of the programme participated.We used a qualitative methodology in which three data collection instruments were used: a) analysis of 20 subjects teaching guides, b) group technique to encourage conversation with students c) group discussion with teachers.Students demonstrate that learning is higher and more useful when evaluative procedures, that enable them involved in the process, are articulated.Teachers have disagreements about the training and evaluative level that the teaching approach to be used must have.