espanolEl presente articulo se fundamenta en los resultados obtenidos de la investigacion sobre el impacto del modelo de evaluacion que se lleva a cabo en las modalidades distancia y virtual en los programas academicos profesionales de la Corporacion Universitaria Minuto de Dios - UNIMINUTO, Centro RegionalIbague, tipo de investigacion Mixto, en instrumentos y procedimientos, por medio de la recoleccion de informacion con una poblacion participante de 308estudiantes y 30 docentes, los resultados encontrados permiten ver que existen discrepancias entre los planteamientos de los docentes y sus practicas educativas, evidenciadas desde la percepcion de los estudiantes, respecto a las concepciones sobre evaluacion de los aprendizajes (definicion y finalidad), se logro contrarrestar la metodologia empleada a nivel institucional en el proceso (procedimientos y tecnicas), permitiendo que se genere una mayor conciencia por parte de los docentes en cuanto a la interpretacion de los parametros institucionales definidos, sus conocimientos sobre evaluacion y las formas como llevan este proceso a la practica, bajo el modelo de educacion virtual y a distancia, la reflexion propuesta tendra hincapie en el ejercicio y el discurso docente. EnglishThis article is based on obtained results from the re-search on the impact of the assessments model which was ca¬rried out for distance education programs as well as virtual, the mentioned research was ad-dressed to professional academic curriculum at Uni-versidad Corporacion Minuto de Dios – Uniminuto, in the Regional Center, in Ibague, Colombia; qualitative research and data collection methods were used in this Work,, regarding to the participants, these were a population of three hundred eight students as well as thirty teachers, the obtained results, has allowed to perceive there exist divergences between approaches of teachers and educational practicing which is dem-onstrated from the perception of students referring to concepts concerning to assessments on learning, defi-nitions and purposes, it can be achieved to balance the implemented methodology at institutional levels of processes, procedures and techniques by allowing to develop significant awareness from teachers with respect to interpretations of the established institu-tional criteria, inferences about assessments, besides, means trough which processes are applied, by using the background of distance education as well virtual, the proposed views will have emphasis, not only on performances but also on discourses of teachers