Abstract
The objective of this article is to present reflections on the online evaluative processes in Virtual Learning Environments in the light of the Theory of Complexity and the studies of Critical Literacy. With this approach, a qualitative research was developed in a Virtual Learning Environment Schoology, where it was observed that the traditional assessment still has great power in the student's final grade. It feels a great need in the students to receive a grade, to be validated and to be qualified. The results show that the evaluation process in the virtual context moves away from the typical complex system of VLAs and seeks the approval or disapproval of the students. The main contribution of the article is the reflection of the online and presential evaluative processes related to new theories that are connected to a broader and more complex learning system.
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