This article aims to analyze the Collective Representations on the Evaluation of Learning in Teachers and Students in the Mathematics Area on the Colombian Atlantic Coast in the period 2015. For the above, Data collection instruments were used with an open and closed questionnaire using the Likert scale, applied to educational institutions randomly selected from the databases of the departments of education in the region. Initially, a descriptive analysis was performed using frequency distributions and an inferential analysis was carried out, using hypothesis tests and regression analysis to determine the variables involved in the Collective Representations on Learning Assessment. From the descriptive analysis It is concluded that the evaluation of the Learning in Teachers and Students in the Area of Mathematics are not consistent given the different positions of thoughts, which lead to a dispersion that distances the final purpose of the role of evaluation. This is essentially a search for information that must be provided to those who have to make decisions about teaching. . L.J. Cronbanch (1963).