The article analyzes how future teachers (FT in the continuation of the text) are able to evaluate in social sciences in higher secondary education. How FT evaluate is not directly observed in class practices. Tools which they have built to evaluate the degree of control of professional competences at their pupils who prepare to a job linked to the human and traces of the use of those are used to analyse how FT evaluate. The recurring difficulties as well as some promising approaches are raised and analyzed thanks to the context of production of these evaluative practices. The results support the interest to work these evaluative practices in teaching education. To make it possible to the reader to understand the analysis criteria retained by the authors, the first chapters of the article will specify, on the one hand, the general context of the development of competences in the French-speaking Community of Belgium, its conceptual bases and the requirements related to their evaluation, on the other hand, the didactic choices carried by the trainers to work with the FT the “evaluative know-how”.