This paper approaches matters of interactions between training and evaluation through the study of learning regulations. It introduces a model of self-evaluation based upon the analysis of how various facets of regulation are combined. The model allows to situate self-evaluation activities on a continuum ranging from external regulation to entirely self-regulated learning. It is used to illustrate how various forms of regulations at the level of learning activity and at the level of actors and their respective roles may be used to support instruction and to develop progressive unscaffolding strategies leading to more autonomous learning.