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El termino evaluacion ha sido historicamente una palabra que se utiliza frecuentemente en la practica docente, con distintos sentidos. Existen diferencias respecto del modo de conceptualizarla que hacen que la evaluacion de los aprendizajes sea una tematica de dificil resolucion. Este informe de investigacion se propone identificar los argumentos generados en torno a la cultura evaluativa de la ciudad de Buenos Aires, comparandolos con las tendencias de evaluacion que existen en Finlandia. A su vez, luego de afirmar que la evaluacion formativa es indispensable para la mejora en la calidad de los aprendizajes, se identificara la presencia o ausencia de argumentos que se inscriban o no en el paradigma de la evaluacion formativa. Por ello, trabajando en torno a los propositos de evaluacion que se presentan en los Disenos Curriculares vigentes de escuela media -el National Core Curriculum for Upper Secondary Schools y el Diseno Curricular de la Nueva Escuela Secundaria- se identificaran las rupturas, los vacios y concepciones respecto de la evaluacion que se presentan formalmente para evaluar los aprendizajes. Los resultados demuestran que ambos documentos incorporan la evaluacion formativa como herramienta para conocer y trabajar en el aprendizaje del alumno pero demuestran diferencias significativas en la concepcion de sujeto que hay por detras de esa pedagogia. Las autoridades educativas de ambas regiones exponen el deseo de atender personalmente a los alumnos dandoles feedback formativo pero, sin embargo, le exigen distintas habilidades al futuro egresado.Palabras clave: Aprendizaje significativo, Retroalimentacion, Evaluacion formativa, Aprendizaje.The term evaluation has historically been a word that is often used in teaching, with different meanings. There are differences in how to conceptualize that make learning assessment a topic difficult to resolve. This research report aims to identify the arguments generated around the evaluation culture of the city of Buenos Aires, comparing assessment trends that exist in Finland. In turn, after saying that formative assessment is essential for improving the quality of learning, we will identify the presence or absence of arguments that sign in or not in the paradigm of formative assessment. Therefore, working around evaluation purposes served by existing middle school curricular designs -the National Core Curriculum for Upper Secondary Schools and Curriculum Design of New School Secondary- we will identify breaks, gaps and conceptions regarding the assessment to be formally presented to assess learning on the middle level. Through the reading of documents, the ideas of evaluation and speeches about the subject role will make the analysis more profound and complex. The results show that both documents incorporate formative assessment as a tool to learn and work in student learning but show significant differences in the subject role that is put into plat behind this pedagogy. Education authorities in both regions exhibit a desire to personally attend training students giving feedback but, however, they require different skills to future graduates.Keywords: Student achievement, Formative assessment, Feedback, Learning.

Una Noción de Evaluación: La Evaluación Formativa en el Marco de las Concepciones de Finlandia y la Ciudad de Buenos Aires