The teaching guides that complement textbooks have key importance in the assessment of competence in problem solving, because these materials contain the assessment tools that teachers frequently use to quantify the achievements of their students. In this paper, we set two aims: to analyze which curriculum contents are given priority in the assessment tests of the teaching guides; and to check to what extent these tests assess the steps of the mathematical problem solving process. For this, an analysis of the initial and final assessment tests of six Spanish publishers was conducted. The results show that the distribution of mathematical tasks by type of content does not fully conform to the theoretical framework proposed by TIMSS. In addition, only one of the six publishers considered the problem-solving process as evaluable.