The Assessment: a pending subject in Heritage Education

This article presents a Mixed-Methodology study focused on analyzing which are the best Heritage programs in terms of their design and the assessment they propose and, on the other hand, if this, in Heritage Education of high school and prior to university, reflects the curricular guidelines for the assessment in the area. It is a nested mixed study, in which the criterion validity of 17 judges who have evaluated Heritage Education programs of high school and prior to university, in the field of assessment is analyzed. The best rated programs are part of the case study on the understanding of the Heritage Evaluation in these educational stages, registered in the community of Castilla y Leon. The work carried out provides us with knowledge on a multitude of aspects: it highlights the training of faculty not very specialized in the subject and of personal interest, the use of self-appraised appraisal practices, outside the curricular guidelines, since the norm raises theoretical intentionality but little practices, or the educational praxis that is based on relating the subjects and finding methods of individualized micro-assessment, that guide the teaching staff on where to locate the learning related to the Heritage.