The first chapter, 'A historical-conceptual approach to school learning assessment', characterises learning assessment from its emergence as an object of study, highlighting the main theorists who have given it this status. The second chapter, 'Theoretical and practical implications of some psychological approaches to the assessment of school learning', situates the assessment of learning based on the influences exerted by psychology on pedagogical and evaluative practice, specifically the inatist, environmentalist and interactionist view of learning and human development. 'Theoretical-methodological demarcations for an emancipatory learning assessment' is the third chapter, which recalls some of the contributions of critical theories in structuring curricular thinking and outlines theoretical-practical references that subsidise an assessment guided by the perspective of emancipation, finally summarising the impasses and possibilities of the field school in implementing an emancipatory assessment practice.