Education cannot be separated from the name evaluation because evaluation is one of the most important basic components in education which must be carried out in a planned and systematic manner, of course, to determine and determine the learning outcomes of students. The evaluation is divided into two categories, namely tests and non-tests. The form of test evaluation is often used by teachers but non-test evaluation is not much in demand by teachers because the instrument is quite complicated. Therefore, the purpose of this study is to know how to use non-test evaluation and its obstacles to learning. The approach used is a qualitative approach with descriptive methods and data collection techniques through interviews. From the data we got, the school used non-test evaluation techniques as listed in the assessment in the 2013 curriculum in accordance with the learning objectives. In addition, there are obstacles experienced by teachers in the use of non-test evaluations such as less skilled teachers in preparing non-test instruments, students who do not understand the implementation of non-test evaluations, lack of time in making non-test instruments. To overcome the obstacles that exist, the teacher must improve skills in making non-test instruments, the teacher must choose what form of test they want to use, and the teacher must prepare an evaluation instrument before carrying out learning.