The educational evaluation has already gone a long way conforming different traditions, mainly Anglo-Saxon, Francophone and later Latin American. In general, it could be said that, from being an activity that emerges as an empirical social practice, through pragmatism to professionalisation, reveals transitions that show an epistemological interest to give reliability and validity to the evaluation of processes and results, As well as the information generated to support decision making. In that discourse, the debate about the underlying rationality was and remains determinant, in order to form a corpus as a specific and necessary field of knowledge, which contributes to improving the quality of education in different latitudes and levels of education systems . Gradually, typologies have been developed, enriching their conceptions, models, methodologies and practices by increasing awareness of the complexity of processes and their importance in confronting the limits and scope of a technical rationality in the face of a critical rationality that each Again, insofar as it confers a leading role to the various social actors who are directly involved in evaluation actions. This fact has also been recognized in the main approaches to national and international educational policy, which emphasizes that through evaluation should be given public assurance of the quality of education.