This study proposes to analyse the student’s academic records that currently hold the credits gathered from the program framework, to determine if the grades, inherited from the courses, allows a valid judgment about the competences developed at the end of the curriculum. The concept of curricular construct validity is introduced to qualify the judgment that will be issued. Confirmatory factorial analyses allow confronting the theoretical Course-Competencies mapping against the empirical data in order to validate the judgments issued. The analyses were conducted on 164 students from a university located in the province of Québec, who graduated from a secondary teaching program between 2002 and 2010. The results confirm that the evaluations are structured into four groups of competencies: educational foundations, teaching acts, social aspects and professional identity. Advantages and limits of this analysis will be discussed.