The aim of the present text is to carry out a reflective exercise on the evaluation of educational quality, with its epistemic apparatuses, the processes onits origin, evolution, potential and evaluation, as well as the role played by educational agents, as reference points of study. educational languages, scenarios and educational environments in the analysis of the reliability of standardized tests and their application that international organizations use to measure and evaluate educational quality, the analysis of the complexity of measurement and the evaluation of educational systems. In this sense, the description and assessment of the effects of the evaluation by competencies is deepened, based on the guidelines of the current educational policies and reforms.