Introduction:

The evaluation requires analysis and systemic reflection on the teacher-student action; its maximum objective is to provide elements to understand under what conditions educational phenomena take place; the aim was to characterize the evaluation practices of the teaching staff from the Nursing program.

Materials and Methods:

This descriptive study combines methods, techniques, approaches, and concepts (qualitative and quantitative) to delve into understanding the object studied. The study population was comprised by six professors and 86 students.

Results:

The teacher conception is a processual evaluation, aimed at measuring objectives, seen at the end of the process. According to students, 59% of the teachers apply the hetero-evaluation, 51% the summative evaluation, and the written test is the most often applied as instrument 93%, the evaluation verifies results.

Discussion:

The results of this study are an approximation of how students and professors perceive evaluation practices in the Program.

Conclusions:

The positive current and Tylerian stance is highlighted in the prevailing conception by professors, reflected on the evaluation aimed at achieving objectives; the summative evaluation and that of results is privileged over that of the process. Evaluation practices are on the fringe of the assessment of the Nursing care process, no articulation exists between the theoretical and practical evaluation; change is required in the conceptions of the teaching staff, which permits understanding the complexity of the evaluation process, its dynamics, and the dialectics of its components in evaluating the Nursing care process; which propitiates the re-signification of the evaluation practices to favor effective learning and contribute to improving student performance.

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