This document consists of a discussion of the place and nature of evaluation within the autonomous learning scheme developed by the Centre de Recherches et d'Applications Pedagogiques en Langues (C.R.A.P.E.L.). The center's commitment to the development of an autonomous learning scheme dates back several years. It is the outcome of an attempt to create learning conditions that put learners at the center of the total learning process, for which they are responsible. This attempt is the result of a deliberate choice for a true learning approach, rather than the more commonly adopted teaching approaches, which can be either teacher- or learner-centered. The objectives of the autonomous learning scheme are to enable learners to: (1) assume responsibility for defining learning objectives, developing appropriate learning materials and techniques, and evaluating what has been learned, i.e., to develop learning competence; and (2) acquire the knowledge and know-how they need in order to become users of that language, i.e., to develop communicative competence. The discussion of evaluation within the autonomous learning scheme incorporates these two objectives, while focusing on three questions: (1) What are the functions of evaluation in the autonomous learning scheme? (2) What is the nature of evaluation in this scheme? (3) Hdw is evaluation achieved? (CLK)