Currently there is only a small group of Latin American countries that regularly assessed learning in varying degrees, with methodologies to compare results over time and the public access to reports. The general rule is that one or more of these attributes has been lacking. This paper explores possible explanations for the weakness or strength of institutions that have achieved the learning assessments in Latin America, with the ultimate aim of forming a broader interpretation of the process that Uruguay has done in this area. The literature review has summarized four major theories related to second generation reforms, the liberal orientation of the government parties, the pedagogical usefulness of control testing and evaluation agency. In particular, the focus is in political science analysis of the relationship between the government of the rating agencies and the formation of an institutional evaluative. While the literature has highlighted the institutional aspects, in general, has been in the background when making recommendations on what the evaluations that Latin America and in particular that Uruguay needs to urgently put in place to ensure quality, equity and inclusion.

Learning evaluation, educative quality, institutionalization.