Una parte muy importante de los cambios en el plano curricular ha sido generada por aportes de teorías como las del aprendizaje. Así, cada modelo curricular surgido a través de los tiempos refleja una concepción de conocimiento y de aprendizaje particular. Dichas concepciones entre otras, acordes con un contexto histórico, político, social y científico, determinaron la forma en que los docentes llevarían el currículo a la práctica.

This research analyzed what happens when teachers bring curriculum to practice, focusing exclusively in learning assessment, and how in this process their implicit learning theories express themselves. These theories can be: direct, interpretative or constructive, and each one has a tendency to curricular models or teachinglearning approaches like the academicist, interpretative and constructivism. It is considered that teachers tend to some of those theories when expressing their conceptions about learning, and when making decisions. This tendency can be consistent or not with knowledge, daily practice or with institutional guidelines, what is convenient to consider as one of the explaining factors about coherencebetween teachers acting and curriculum.

Una parte muy importante de los cambios en el plano curricular ha sido generada por aportes de teorías como las del aprendizaje. Así, cada modelo curricular surgido a través de los tiempos refleja una concepción de conocimiento y de aprendizaje particular. Dichas concepciones entre otras, acordes con un contexto histórico, político, social y científico, determinaron la forma en que los docentes llevarían el currículo a la práctica.

This research analyzed what happens when teachers bring curriculum to practice, focusing exclusively in learning assessment, and how in this process their implicit learning theories express themselves. These theories can be: direct, interpretative or constructive, and each one has a tendency to curricular models or teachinglearning approaches like the academicist, interpretative and constructivism. It is considered that teachers tend to some of those theories when expressing their conceptions about learning, and when making decisions. This tendency can be consistent or not with knowledge, daily practice or with institutional guidelines, what is convenient to consider as one of the explaining factors about coherencebetween teachers acting and curriculum.