The article deals with the process and decisions implied in the elaboration of learning standards in Chile, in particular, content standards and performance standards. The former have been described as Progress Maps of Learning in the key areas of every curriculum; the latter, as Levels of Attainment,  descriptions of growing levels of students’ performance at specific times within school life, specially for the subjects and classes monitored  by the national measuring system, SIMCE. After that, the text concentrates on the newly developed institutionalization the country is going through with the aim of providing quality education for everybody, and how standards are considered and the responsibilization for its learning results. The text ends with the challenges risen when aligning the process of elaboration of developed learning standards with the newly adopted institutionalization.

Standards, progress maps, levels of attainment, educational policy.