National evaluation in France aims through the so called "culture of evaluation" at the assessment of the quality and effectiveness of pupils, schools and teachers. The school policy makers follow another hidden goal: to change the teachers’ way of thinking and acting by means of evaluation procedures and to introduce in this way the changes of school "from below". Nevertheless, the procedures of evaluation allow to introduce some conceptions of culture, knowledge and learning without the necessary theoretical and conceptual debates, discussions and argumentation with the actors of the educational system. The consequences are the routinisation and the non-analyzed adding of the "new evaluation-linked" curriculum to the old curricula and ways of teaching.