In one innovative teachers school in Belgium, the student teachers are invited to take part in the final evaluation of their field internships. These meetings have principally a formative aim, but the perceived attesting stakes can lead the student to adopt " avoidance " and " cleverness " strategies and not only the wanted " formative diagnosis " strategies (Paquay & Saussez, 2001) . The project of this paper now is to do a deeper analysis. We will show that the strategies are directly linked to the threatening character perceived of these meetings. They are also linked to the modality of the prior auto-evaluation. They relate finally to the subjects' characteristics : course of study, study year, level of success, sex, age, etc. This paper contributes to highlight the question of the traps of the socialised auto-evaluation (Allal, 1999). References Allal, L. (1999). Impliquer l'apprenant dans le processus d'evaluation : promesses et pieges de l'autoevaluation. In C. Depover & B. Noel, L'evaluation des competences et des processus cognitifs. Bruxelles : De Boeck- Universite, 35- 56. Paquay, L. & Saussez, F. (2001). Which strategies have student teachers when they participate in evaluation meetings after a practice internship ? Paper at the ISATT- Conference, Faro, September 2001