The evaluation of learning is a critical process of the educational system and whose development depends on the paradigms from which the teacher operates, characterizing these paradigms in such a way that the way in which the evaluation process is developed in the classroom is known through them It is essential for decision-making by the regents of the educational system in our countries. ¿What happens in Panamanian classrooms regarding the approaches or paradigms of learning assessment, which determine the actions of the teacher and therefore student performance? Two variables guided the research that aims to answer this question. The Approaches to the Assessment of Learning and The Development of the Assessment of Learning Process in the classroom. Such variables, deconstructed until generating the relevant indicators, allowed characterizing said approaches and gave rise to realities that may be difficult to accept, but that highlight situations that we must solve in the short term and that offer a solution to the gradual but constant deterioration of the Panamanian educational system. We do not have a history of similar studies in our environment at the national level, although the issue of new learning assessment approaches has been on the rise since the 1970s, when the Tayler conception of educational assessment still predominates. The study was carried out using qualitative and quantitative research techniques and instruments: semi-structured interview with teachers, perception scale and focus group with students.