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This study aims to know the most commonly used evaluation instruments by Primary Education teachers in the Province of Valencia. This aim, in subsequent studies, will be compared with the methodologies these teachers use in their classes. Data were obtained through a survey completed by these teachers regarding aspects of the evaluation process, identifying the evaluation instruments used and their frequency of application depending basically on the type of subject. In terms of frequency, teachers recognize that objective tests are the most frequently used instrument, preferring evaluation instruments that activate more than one cognitive ability, foster personalized teaching and take into account students’ diversity when it comes to the teaching of subject content. Teachers consider that the most effective instruments for student learning are those in which the written exam is assigned a high percentage of the final mark. Finally, this study encourages further research to continue searching for techniques and methods that can contribute to student evaluation models which are increasingly fairer and more personalized and equitable. In this vein, teaching practices will improve leading to better teaching-learning processes. Discovering teachers’ actions regarding evaluative processes can reveal important information in relation to what was done before, during and after evaluations. [ABSTRACT FROM AUTHOR]