The assessment instruments are the different physical means available in education, which allow the teacher to corroborate the development of the entire educational process.
La Universidad Católica Sedes Sampientiae (2006) postulates that: "the instruments are constituted in the physical support that is used to collect the information about the expected learning of the students." Every instrument provokes or stimulates the presence or manifestation of what is intended to be evaluated. (p.4). These are of great importance to understand the different processes that the student goes through in their acquisition or reformulation of knowledge. Their configuration is vital so that they can reflect the competences reached by the students during their evaluation process.
Santos (1992) states that: "it is true that some instruments may be more appropriate than others for each of these facets. The teacher will be in charge of adapting the exploration to the peculiar nature of the field of education ". (p.191). The teacher has an enormous responsibility when selecting the instrument that best suits the activity or needs of his group, hence the effective achievement of the information provided by them.
Mestres (2002) states that: "the quality of an instrument is also directly related to the proper use of the application". (p.35) These tools point to the way in which the information will be obtained. Some instruments are: checklist, estimation scale, written, oral tests, practices, portfolio, conceptual maps, projects, laboratory exercises, oral reports, among others. Each of these instruments are the employees par excellence in the daily educational activity.
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