This research aimed to determine the rate of teachers formulating evaluation questions congruent with the psychomotor objectives in life sciences from the seventh basic education to the second year of humanities in Bukavu - RD Congo. It also aimed to identify the reasons for inability to formulate said questions and the intrinsic and extrinsic characteristics of the teacher likely to influence this formulation. The methodological approach adopted consisted of the analysis of the educational objectives, the evaluation questions and the questionnaire survey. Six intrinsic antecedent characteristics (sex, level of studies, field of training, seniority, professional training, multiple functions) and five antecedent characteristics extrinsic to the teacher likely to influence this congruence were taken into account (management regime, teacher’s guide, student manual, teaching materials, number of students in the class). The results showed that only 25.5% of teachers formulated questions congruent with the psychomotor objectives. The results of the Chi-square test and those of the univariate logistic regression model revealed that, apart from the characteristic «Management regime» which significantly influenced congruence (p=0.0270), the other antecedent characteristics did not did not have a significant link with said congruence (p>0.05).