The evaluation of the teaching and learning process is carried out continuously, cumulatively and systematically in the school, with the aim of diagnosing the learning situation of each student, in relation to the curricular programme. The evaluation should not prioritise only the result or the process, but should as a research practice, interrogate the teaching-learning relationship and seek to identify the knowledge built and the difficulties in a dialogical way. The error is now considered as a clue that indicates how the student is relating the knowledge he already has with the new knowledge that is being acquired, allowing a better understanding of the solidified knowledge, a necessary interaction in a process of construction and reconstruction. The error, in this case, no longer represents the absence of adequate knowledge. Every response to the learning process, whether right or wrong, is a point of arrival, as it shows the knowledge that has already been built and absorbed, and a new starting point, for a fresh start, enabling new decision-making.