One of education’s substantial challenges is getting teachers to change their evaluation practices to use permanent training strategies that allow them to achieve the expected learning. The purpose of this document is to analyze and discuss how to transform the pedagogical practice of a 10th-grade physics teacher concerning the students’ evaluation of it. It is qualitative research that implements the Critical Research proposal of Skovsmose and Borba (2004), who propose a collaborative model between researchers and teachers to identify problems in the classroom and seek, through negotiation between different actors, to propose alternative solutions. Qualitative methods were used to collect and analyze the information, using triangulation of instruments and actors that allow a better understanding of the educational phenomenon investigated. The analysis of the information provided precise data that identifies a problem that the teacher develops a misaligned evaluation of what is stated in the Institutional Evaluation System. The results show that the change process was carried out through negotiation between the group of research professors that allowed the inclusion of innovative ideas and overcoming difficulties, as well as a commitment to develop and implement evaluation instruments that will allow students to understand themselves as protagonists of His learning. These results are significant because they show a functional proposal for the transformation of educational practices through the empowerment of teachers as researchers of said practices, which allows them to appropriately appropriate and use educational proposals, experiences, and theories that benefit student learning and innovate teaching.