The processes of educative reforms in Latin America have fall upon the concept and development of educative evaluation in Latin America. The implemented policies have promoted the development of the evaluation processes everyday more complex in their methodologies and observation areas.

This article analyzes the main characteristics of the movements of reform that have been developed in Latin America in the past decades. It describes the systems’ demands towards the area of evaluation. It analyzes, simultaneously, the evolution of concepts and methodologies of educative evaluation in Latin America.

It is proposed that evaluation not only has had conceptual a methodological changes but also it has changed its place and status within society. From being a function directly associated to whom designed and made decisions to becoming an instrument for different actors whom affect the design, implementation and accountability policies.

Evaluation, evaluative methods, accountability, reform cycles.