This paper provides the results of the research: Evaluative practices in the school, a pedagogical route towards the construction of meaningful learning, where we analyzed how the evaluation practices of teachers enable meaningful construction of learning in contexts where potentialities are mobilized, interests and needs of fifth grade students in two Educational Institutions of Sabaneta City (Primitivo Leal la Doctora y Concejo de Sabaneta Jose Maria Ceballos Botero). The research was qualitative and descriptive, hermeneutical- comprehensive. The participating population was compounded with students, parents, directors and teachers of the fifth grade. As an analysis unit, interviews were applied, class observations and didactic workshops. Mainly, this study allowed concluding that the specifications and conjectures that the participants make about the evaluation, respond to their perception of the school, its influence on the educational processes and the expectations that generate them.