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In the context of generation of modernization policies for education in the nineties in Mexico, generalization of assessment actions was brought forward in the entire education system. Institution program assessment, as well as faculty and student assessment was established. The new assessment scheme was based on the promotion of quality higher education as a result of obtaining economic resources base on results.
We can identify the presence of four characteristics in the assessment system in Mexican education: a) its close relation to financing practices, b) a disintegration of the different programs, c) absence of a conceptual dimension with predominance of technical sense of the many assessment proposals, and, d) a distort of in pedagogical dimension assessment is performed to make a judgment in detriment of formative training and assessment feedback.
This study proposes a discussion on the emergence of these programs, as well as their operation logic and assessment criteria used. Similarly, the study reports the points of view of faculty and students involved in this process, based on interviews to presidents, directors end faculty of seventeen state universities.
