This text aims at providing a review of the questions raised by research on evaluation related to education at the beginning of the years 2000, questions which were set up on the basis of contributions by numerous writers towards a summing up initiated during a colloquium of ADMEE. The present grouping is placing emphasis on evolution and on measurable perspectives: evaluation being studied more and more as an activity, evaluation increasingly focusing on the learning subject and explained within the framework of cognition, evaluation being influenced more and more by the social context (norms, «economisation»). All of which question the simple measure of performance which used to be the traditional tool of the evaluators.