Throughout the educational reforms that our country has had, it has tried to establish coherence between the contents and the formation of values and aptitudes in the students. However, these claims have been relegated by the measurement system that our educational model has and which results in standardized tests that attempt to measure the level of achievement of curricular content. The ongoing reform apparently offers us the opportunity to develop a comprehensive education from an innovative and attentive perspective to the needs of our country reality, but questions arise about its real application and the relationship with the current measurement system, which is presented then as a threat to the new Curriculum Bases and their future projections.