The objective of this study is to determine the relationship between autonomous learning and the results of the authentic evaluation model in a sample of Pedagogy students from the Faculty of Education belonging to the Universidad Nacional Mayor de San Marco. To achieve the proposed objective, it is proposed to carry out an initial evaluation of the level of autonomous learning existing in the students, apply authentic evaluation instruments in the selected sample and subsequently re-evaluate the level of autonomous learning of the sample of students to verify the existence of changes in it. The analysis carried out reveals that the analyzed sample has adequate levels of autonomy, with the dimensions with the best results being those related to strategies for learning and academic commitment. The reassessment of the level of autonomy of the sample carried out after the application of the authentic evaluation instruments shows a general growth of 6.23%. Likewise, it is observed that the dimension with the greatest growth was that related to self-assessment, which is in tune with the nature and characteristics of the authentic assessment model.