The aim of this research was to characterize the conceptions and assessment practices in the training of early childhood education teachers in the programs of Early Childhood Education and Early Infancy Education at Universidad Pedagógica Nacional, Universidad Distrital Francisco José de Caldas, and Universidad San Buenaventura, Bogotá. Once the categories, conceptions, and assessment practices were established, the need to analyze whether the conceptions held by both teachers and students of the selected programs are related to the assessment practices developed in the classroom arises, since the theoretical component is clear, however, not always consistent with its application in the pedagogical practice. This research is based on the methodological design of content analysis in the qualitative paradigm. Thus, it was possible to identify the lack of coherence between the theory that the counselors preach and the assessment practices that they carry out with the teachers in training, since teachers, although based on different authors and their theories, develop their practices according to their experiences. We might conclude that, although the concept of evaluation and assessment practices are strictly linked, if the concept of evaluation is not clear, it will be very difficult to develop assessment practices that favor student learning. In this sense, it is the teacher who, from his knowledge and training, decides on the implementation of innovations in the classroom.
