This written text is a result of the reflection about the evaluation model implemented at the Fundacion Universitaria Luis Amigo in Medellin, Colombia. The institution proposes a vision of the evaluation as a process, in such a way that the final result of a course does not come from the average obtained from the grades but from the qualitative evaluation tools that permit to value competences related to the student’s being, knowing and doing. This type of evaluation proposals, although, they are accepted by the teachers and students, they suggest a paradigm change, since traditionally in the country there is the summative evaluation, accumulating scores to achieve a final grade; the qualitative evaluation questions the value of such additions, proposing an exercise of self-reflection and new ways of relationships between teachers and students, in which, obviously, a relation of “power“ is supported, but not to say what is good or bad, but to guide a knowing process construction. © Revista Colombiana de Ciencias Sociales.