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Assessment is a curricular process that puts under strain the dynamics of the training system and reveals not only the  proficiency skills of students, but also those relevant aspects of teaching practices and institutional policies.In Argentina the training of engineers is showing high dropout rates and desertion through statistical indicators of emerging trends in enrollment. Assessment practices compromise retention of students in the institutional context. It is expected that these practices are fitted to the processes of teaching and learning to be representative of those.The design of the evaluation process and its implementation accompanying teaching practices, allows adjustments for curriculum development. However the role of evaluation to improve teaching involves high levels of professionalisation. The teaching staff in the institutional context is characterized by an excellent level of scientific knowledge, but scarce pedagogical-didactic training, which sometimes makes it difficult to take this evaluative perspective.In the framework of these ideas, this paper attempts to describe and analyze the assessment tools used in vocational training that develops in the Faculty of Engineering of the National University of San Juan. From this study it is possible to infer some underlying conceptions and implications for engineers training.