[en] So far, studies of teachers' conceptions of assessment are not very numerous This deficit is particularly notable in relation to music conservatory teachers, a group that traditionally has not aroused much interest in psycho-educative researchers. The main aim of this study was to identify the different conceptions of assessment amongst a sample of 45 piano teachers (at the Elementary and Intermediate levels). More specifically, our interest was to analyze their different representations about what and how to assess and why, by focusing on situations of continuous or systematic assessment. For this, on the basis of the findings of previous studies, comparative analyses were carried out in accordance with the variables "Years of educational experience" (three levels) and "Educative level of teaching" (five levels). Data were collected using written open-ended questionnaires and analyzed by means of the lexicometrical method. The analysis showed the existence of statistically significant differences (p < .05) when answers were compared according to the variable "Years of educational experience". However, the variable "Educative level of teaching" did not lead to the finding of different lexical profiles. The descriptions of the most representative answers led us to infer the existence of three conceptions, with increasing degrees of theoretical sophistication (direct, interpretative and constructive), which principles seem to be related to the different approaches of musical assessment that have arisen over recent decades. Additionally, these three conceptions were respectively associated with the three levels of "Years of teaching experience" (more than 15 years, between 5 and 15 years, less than 5 years). Similarities and differences between these conceptions and those postulated within other domains and educative levels are described. Finally, the study's psycho-educative implications and limitations are discussed and further lines of research are suggested.

[es] Los estudios sobre concepciones del profesorado acerca de la evaluación no son muy numerosos hasta la fecha. Esta carencia es especialmente notable en relación a los profesores de los conservatorios de música, un colectivo que tradicionalmente no ha despertado gran interés en la investigación psicoeducativa. El principal objetivo de este estudio era identificar las distintas concepciones acerca de la evaluación existentes en una muestra de 45 profesores de piano (Grados Elemental y Medio). Más concretamente, nuestro interés era analizar sus diferentes representaciones acerca de qué, cómo y para qué evaluar, centrándonos en situaciones de evaluación continua o sistemática. Para ello, a la luz de los resultados hallados en otras investigaciones, se realizaron análisis comparativos de acuerdo a las variables "Años de experiencia docente" (tres niveles) y "Ciclo educativo en que se enseña" (cinco niveles). Los datos fueron recogidos mediante un cuestionario escrito de preguntas abiertas y analizados mediante el método lexicométrico. Los análisis mostraron la existencia de diferencias léxicas estadísticamente significativas (p < .05) al comparar las respuestas según la variable "Años de experiencia docente". Por su parte, la variable "Ciclo educativo en que se enseña" no permitió identificar perfiles léxicos diferenciados. Las descripciones de las respuestas más prototípicas permitieron inferir la existencia de tres concepciones