During the past decades, in spite of some obvious conservatives backword steeps, the educationnal milieu has gone through profounds changes that indicate a slow and difficult paradigm shift from modernity to postmodernity. The “new culture of evaluation” that rely more and more on the qualitative, continuous, global and diagnostic aspects of evaluation is inspired by typical postmodern concepts. However, in this day and age, it is still mostly the implementation of postmodern concepts in a social and educational settings that is basically modern where mean, norm and deviation are central ideas.