Summary  This article explores the tensions between institutional management and teacher autonomy in learn-ing assessment within the framework of quality assurance in higher education. The study is based on a qualitative approach using a focus group with 17 professors from a public higher education institution in Colombia, complemented by an interview with the dean of the engineering faculty. The research aims to identify the factors that generate tensions between institutional directives and teacher’s autonomy, particularly during the implementation of the new quality assurance regulations that emphasize learning outcomes as a key indicator. Findings reveal divergent perceptions: while institutional management focuses on standardization to ensure quality, teachers emphasize the need for autonomy to adapt assessment practices to specific student contexts. These tensions highlight the importance of a more inclusive and participatory approach that balances standardiza-tion with the autonomy required for meaningful learning experiences.

Key words:
management; autonomy; evaluation; educational quality