This chapter identifies a further set of secondary regularities in the enunciative field of educational evaluation, where the evaluand is studied as pertaining to the domain of meaning. Those regularities emerge in the interstices of the paradoxes produced by the dominance of the transferences from biology and political economy. They can mainly be observed in scientific literature, debates and research on school-based and self-evaluation, and rarely appear in mainstream policies. It is within such an epistemic space and its plays of opposition that educational evaluation looks at system-thinking or, in a different direction, at a constructivist educational evaluation. In both cases, comprehension is opposed to explanation as the key technique to approach the evaluand and say something on its value. This chapter analyses these regularities, arguing that they can be understood as the effect of a distinct set of transferences from the study of language through the mediation of sociology as concomitant enunciative field. The ontological, epistemological and ethico-political implications of those processes of transference are presented: the production of a contingent but patterned world; the construction of uncertain, unpredictable and risky time made of dialectic syntheses; and the establishment of a morality of reflexive and developmental individualism.