Salazar Vargas, Diego LeónPeláez Cárdenas, Andrés2012-05-172012-05-1720051794-4449http://hdl.handle.net/10567/330Introduction: Evaluation as a practice can not be separated from the teaching process. From this fact emerges a knowledge field with a great impact, which deserves a profound reflection in order to reach the aim of establishing the links between students and teachers. Objective: To describe the evaluation practices used by teachers and the study practices of their pupils, establishing the possible relations between both of them. Materials and Methods: To make this research, proposed under a qualitative-ethnographic model, we used two instruments to collect information: structured interview and surveys. The sample was made up by 12 teachers and 10 students per teacher. Results: We identified a concept that concatenated the study and evaluation practices: Comprehension. Through comprehension, both students and teachers look for the achievement of their functions: learning and teaching, respectively. Conclusions: If study and evaluation practices share comprehension as an objective, then a good basis is made for the construction of learning. This means that when learning is evaluated and when people study to be evaluated, they should have comprehension as their objective, therefore implying concepts more complex than simple evaluation to control or memorize.esEvaluaciónPrácticas docentesPrácticas de estudioCorporación Universitaria LasallistaPrácticas evaluativasEducación superiorArticle