This research work sought to analyze the relationship between the conceptions and practices of teachers on the evaluation of learning in the secondary education of rural educational institutions in the municipality of Magangue. During the process, the shortcomings and limitations in terms of inputs, technological tools, and those corresponding to the rural context faced by teachers in their daily practice were observed. The research is based on the interpretive hermeneutic paradigm, and its methodological design is of the dialectical hermeneutic type. A representative sample of ten teachers was used, of which five were men and five women, with whom a self administered questionnaire, a focus group and two class observations. The results conclude that the more traditional positions are present in the conceptions of teachers, while their pedagogical practices are in accordance with the new pedagogical trends, where it is reflected that the evaluation is an additional tool of the learning process.