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The article analyses three essential elements for authentic assessment of the learning process in History, Geography and Social Science. Firstly, there is a summary of the dramatic transformations undergone by evaluation and assessment field in the last decades. Then, the Chilean ministerial curriculum proposals for the subject and its specific emphasis on elementary and secondary school are presented. Finally, there follows an explanatory development of some essential "methodological work" that subject teachers should consider nowadays to achieve competences and abilities focused on problem raising so that they may facilitate critical complex and analytical thinking of social, historical as well as local, national global history settings. [ABSTRACT FROM AUTHOR]