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This article investigates the knowledge of secondary school students about immunity and vaccines, using an open-ended questionnaire along with its evaluation rubric. Thus, the rubric includes four response categories for each question, whose meanings reveal the kinds of ideas held by the students. The qualitative results obtained show ideas that are not very consistent with the referent learning model for immunity; however, an analysis of Rasch shows articulated knowledge, which is evidence through the unidimensionality of the measurements obtained. This suggests the possibility of using them as a guide to a possible progression itinerary that facilitates student learning over the course of their education. These results not only have implications at a theoretical and classroom practice levels, but also entail the validation of the rubric constructed for use with this student population. [ABSTRACT FROM AUTHOR]

The article presents an experience of standardized evaluation of oral communication in higher education. The study was conducted with a sample of 592 students from a private Peruvian university and focused on identifying the development of oral communication skills. The results showed better performance in the development of content, eye contact, and pronunciation, but difficulties were also observed in fulfilling the communicative purpose, the use of gestures, and variation in tone of voice. The study concludes with recommendations for future experiences of standardized evaluation of oral communication. [Extracted from the article]

Copyright of Revista Internacional de Aprendizaje is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Governments and institutions such as UNESCO believe that Information and Communication Technologies (ICT) are required to achieve high-quality education. Many initiatives to create digital resources have arisen from Covid lockdowns and isolation periods to support the teaching and learning process. Some websites, most of them of low quality, allow students and teachers to share tools. Therefore, minimum quality standards must be established and assessment tools created, so teachers can make their own resources and evaluate those of third parties. The eDocente Innovation Laboratory of Arts and Humanities (LIDAH) research project aims to establish procedures to create and evaluate digital learning resources. The methodology is based on the evaluation of the educational tools through user experience (UX), checking whether the tools meet teachers' and students' needs and expectations as main users. Action guides and rubrics will then be established based on different evaluation techniques to generate and filter educationally efficient resources. [ABSTRACT FROM AUTHOR]

Much is known about processions within the Roman liturgy. However, processions of the Old Hispanic rite practiced in most of Christian Iberia until c. 1080 have been barely studied. Manuscripts from the Old hispanic rite preserve rubrics that explicitly show features and context for such processions. These processions happened around or during Mass (for example, on Palm Sunday), at the end of Vespers or Matutinum (for example, the consecration of a basilica), or even outside the usual daily liturgy (for example, votive ordos). In this article, we have collated all the rubrics pertaining to liturgical movement that were copied in the extant Old Hispanic manuscrits. Some of these unquestionably refer to processions, while others describe ceremonies that might better be described more informally as «liturgy in motion». In particular, we have focused on the processional rubrics, while also engaging with other movements as part of the liturgy. Additionally, in this article we identify the chant genres associated with processions and outline the processional practices attested in the rubrics. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

LinkedIn is the most used social network in the professional field for recruitment and selection. Although human resources professionals make inferences about candidates based on the information contained in the LinkedIn profile, these inferences are not made in a systematized or objective way. In this research, rubrics, based on the LinkedIn Big Four model, are proposed as a tool to make the inferences of selection professionals more systematic and objective. A sample of professionals from the IT sector (n = 105) was used. Results show adequate reliability and initial evidence of validity by means of correlation between the rubrics and generic competencies scores. [ABSTRACT FROM AUTHOR]

Copyright of F@ro: Revista Teórica del Departamento de Ciencias de la Comunicación y de la Información is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to know the most commonly used evaluation instruments by Primary Education teachers in the Province of Valencia. This aim, in subsequent studies, will be compared with the methodologies these teachers use in their classes. Data were obtained through a survey completed by these teachers regarding aspects of the evaluation process, identifying the evaluation instruments used and their frequency of application depending basically on the type of subject. In terms of frequency, teachers recognize that objective tests are the most frequently used instrument, preferring evaluation instruments that activate more than one cognitive ability, foster personalized teaching and take into account students’ diversity when it comes to the teaching of subject content. Teachers consider that the most effective instruments for student learning are those in which the written exam is assigned a high percentage of the final mark. Finally, this study encourages further research to continue searching for techniques and methods that can contribute to student evaluation models which are increasingly fairer and more personalized and equitable. In this vein, teaching practices will improve leading to better teaching-learning processes. Discovering teachers’ actions regarding evaluative processes can reveal important information in relation to what was done before, during and after evaluations. [ABSTRACT FROM AUTHOR]

Copyright of CIVILIZAR: Ciencias Sociales y Humanas is the property of Universidad Sergio Arboleda and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Competency-based approaches are the subject of ongoing discussion at the university level and, to date, no consensus has been reached on the subject. In Colombia, the Ministry of National Education established that curricula should be oriented by competencies. In this sense, a group of Basic Sciences professors of the UMNG, within the framework of a research project presents a proposal for the implementation of a competency-based model, specifically aimed at improving the teaching of basic sciences to ensure that students acquire more effective learning. In this article, the essential characteristics of the proposal are presented, the instruments used during the Pilot Test are shown, the difficulties encountered in the process are described and alternatives are proposed to fine-tune future approaches understanding that the discussion on the Competences is complex and follows open. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of 3C TIC is the property of Area de Innovacion y Desarrollo, SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper was written as it was felt there was a need to create a simple but exhaustive system of assessment to evaluate the narrative skills of students doing Spanish as a foreign language and those studying it as their mother tongue. The main aim of this paper is to create and appraise a model capable of producing and evaluating written and oral skills of Italian B2 level students learning Spanish as a foreign language and Spanish students studying Spanish as part of their B2 level curriculum. What distinguishes this paper is its innovative semiotic approach which crossfertilizes the relationships between cinema and literature. Although two different narrative techniques are employed, these two elements develop the same semantic reference. Another original feature is that this study is not based on a simple comparison between the two genres but rather on the correlation between them. To this extend, a model called C.O.E.N was created. This didactic model concentrates on oral and written competency in Hispanic texts which can be evaluated once students learning Spanish as a second language have reached a B2 level, but also on mother tongue Spanish students who have reached the same level. This method links production and evaluation of oral and written competency in narrative texts. Due to length restrictions, this paper presents only the results of the analysis of Spanish learners' written productions. [ABSTRACT FROM AUTHOR]

The objective of this study is to determine the relationship between a set of variables related to socioformative assessment and training projects in the framework of an online postgraduate degree. The methodology comprised a descriptive correlational study with a sample of 79 participants enrolled in an online master's degree. A socioformative assessment model based on context problems, the use of rubrics, and self-assessment and coassessment schemes in an academic forum is correlated with the impact of training projects which emphasize the importance of collaboration and processes to improve the evidence considering the established criteria and performance goals. The main results show that self-assessment, co-assessment, attempts to solve context problems, the number of times that the evidence was improved and the members of teams that were formed to carry out these tasks were significantly correlated with academic performance as reflected in the grade point average. Therefore, ongoing feedback through self-assessment and co-assessment schemes to improve evidence during the academic term, as well as collaboration and support in solving context problems through training projects are associated with better academic performance. Further studies to determine causal relationships are proposed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Observar is the property of Revista Observar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Observar is the property of Revista Observar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Observar is the property of Revista Observar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The globalization has meant a change in styles of communicative interaction, increasingly digitally mediated. Therefore, those who encounter difficulties in access or use new information and communications technologies (persons located in the digital gap) are at risk of social exclusion. The group of older people must acquire competences to management these tools as a resource for active aging. Senior University Programs can be a resource for the acquisition and training of the digital competences; in this context, a training experience is described, through Problem Based Learning methodology to improve digital competences. The results show that the intervention can improve that skills related to identifying contents to adquire, search at the net, analysis the data and management it; even, appropriate and systematic use of electronically mediated interpersonal communication tools can be enhanced. In this learning process, virtual tutorials are a powerful resource for these students. Evaluation the acquisition of competences by templates is accessible beyond the standardized assessment tools. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study analyzed a national sample of 2.061 writing samples of 687 fourth grade Chilean students who participated in a national writing evaluation in 2008. Three genres--story, request letter and news story--were evaluated by disaggregated rubrics created for this purpose with five criteria: adaptation to the communicative situation, coherence, cohesion, text structure and punctuation, in addition to a global assessment. The results indicate that there are significant differences in performance according to the dimension and genre evaluated. The highest levels were found in coherence and text structure and the lowest levels in cohesion. Coherence was higher in the story, while text structure was higher in the request letter. The external punctuation is more frequent than the internal and the use of "and" replaces punctuation, especially in the story. These results suggest that an evaluation and education focused on specific aspects of writing could contribute to better overall performance. [ABSTRACT FROM AUTHOR]

Adapting to the guidelines of the European Higher Education Area (EHEA) results in a process of educational innovation that facilitates the understanding of content and methodologies. In this context, the purpose of this work is to compare the degree of improvement achieved by pupils after the adaptation process of teaching-learning and the practical approach to the professional environment. To this end, the academic results obtained in the course of Financial Planning subject belonging to the Degree in Economic and Financial Management from adapting to the new system is reviewed. On the one hand, the results are checked through a better understanding of the resolution of classroom computing activities to redefine the system of continuous assessment. On the other hand, they are also reviewed through the degree of participation of students in this process working in groups and its effectiveness in obtaining certain competences. The most significant results obtained through the new criteria of evaluation using rubrics show that students are more motivated and are getting a better understanding of the specific competences of the subject. Thus, the methodological changes offer the assessment process an improvement on the marks that allow the students the adaptation to the professional environment. [ABSTRACT FROM AUTHOR]

This paper analyzes the extent to which students are able to assess their own learning and that of their peers (peer assessment and self-evaluation) through erubrica, standards and evaluation criteria proposed by the faculty in the configuration, design and development of project evaluation. This type of evaluation and self-assessment presumes in the New European space of Higher Education that students take a more active role in the learning process and the evaluation itself will serve in helping to achieve the knowledge of professional skills. Thus the use of new technologies in self-regulatory assessment processes allows the student to achieve an optimal, effective and quality performance in the proposed content, as much as in the development of them before the group, considering the act of evaluation as a process of improvement and learning through tools such as the erubrica that favor the "overall assessment"; that is, the assumption of all core competencies. This study has been carried out in the academic year 2011-2012, for two semesters with different core subjects (theory and child education policy and towards an inclusive school: patterns and practices) and with identical groups (Group 1, 1st degree of infant A as the experimental group; and Group 2, 1st degree of infant B, as the control group). This paper exposes the results of peer evaluation and self-evaluation through the implementation of projects, where students evaluate their peers and evaluate themselves by comparing the results with the assessment made by the teacher with their groups and each student individually. [ABSTRACT FROM AUTHOR]

This study analyzed the relationship between self-regulated learning and the use of rubrics. Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students. Level 1 gave information to students on whether or not their learning was correct or incorrect, whereas level 3 used the rubrics approach to shed light on the level of self-regulation. The sample consisted of 72 civil engineering students studying a course on physics applied to materials. The results indicate that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed in the experimental group. The second study analyzed differences between the two types of assessment (formative and summative) used in a course on physics applied to materials. The results showed significant differences between all types of assessment, except between formative assessment in theory and problems and summative assessment in problems, both in the experimental and the control group. [ABSTRACT FROM AUTHOR]

Current competency-based educational models emphasize student's self-regulatory processes, through this seek to develop skills for learning throughout life and thus contribute to the continuous improvement of professional performance. Rubrics are tools for training and evaluation, which gradually promotes self-regulating process, while progressively reduces the external support. This paper poses a methodological strategy to promote the students self-regulation by the use of rubrics. Three key elements that support the learning process are discussed: reflexive practice, collaborative learning and feedback provided by peers and teachers. The design and use of rubrics in higher education demand: curriculum alignment, coordination with other subjects in the same educational section, collegial work and critical reflection about formative practices. It also pose that designed learning environments must travel from areas of greater control and certainty to areas of greater complexity and uncertainty, leading students to nearby situations to professional performance in real settings. It concludes with a series of reflections on the generation of a culture of professional education that promotes greater autonomy and responsibility of students' whit their own learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this paper is to determine differences on performance levels when students use a self-assessment rubric into online discussion forums as a tool to write a good message. This educational experience was in online forums about human sexual education for medical students. A quasi-experimental research design was developed. In one forum (16) students use a rubric for writing their messages, their performance level was compare to levels from other forums (7,16 y 21) through Wilcoxon test analysis. Results suggest that using a self-assessment rubric promotes argumentative competence in four of five rubric's elements. Writing messages is a complex activity where different abilities are mixed at the same time. [ABSTRACT FROM AUTHOR]

This article focuses on one of the processes that are present in training today, evaluation by performance and specifically the use of an instrument that has had a positive on the monitoring of learning processes: the rubrics. The evaluation through rubrics assumes that all participants in the educational process have clarity about how to evaluate, what is assessed, for what is assessed,what is expected of the assessment thus requires the teacher undergoes a constant reflection of what who teaches, also the student is allowed to have clarity of road to go on learning, other involved in education gives them the opportunity to learning, others involved in education gives them the opportunity to learn the classroom activity and make tracing about the level of performance that students are reaching throughout the process. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The implementation of the new Grade Studies in Primary and Early-Childhood Education is presented as an opportunity that we must not forget in order to review the aspects of the Practicum assesment process, possibly outdated in our previous model of teaching practice. This work, based on reflection, has been made in the line of the new competency educational paradigm. This article presents the process followed in developing analytical rubrics with which we evaluated learning outcomes included in the teaching guide of Practicum I of these Grade Studies. Through these analytical rubrics we have tried to apply an heterogeneous assesment. We analyzed questions such as these: who evaluates, what is evaluated, how and when to evaluate in all process. The principal aim has been to provide coherence to the competency assessment system. We have achieved an objectivity and consistency level in the appreciations. It will allow the detailed knowledge of the processes to improve the student learning in all facets. The aims of this project is to become in the first step for all four Practicums in our Early- Childhood and Primary Education Grade Studies, maintaining the design that we have always defended and considering the teaching practice such as the best place to learn, using the theoretical support to contrast the theory and practice. [ABSTRACT FROM AUTHOR]

In this article, we present a reflection on the change of educative paradigm that competence formation means and, its repercussions on the evaluation in order to promot the learning and to state its quality. The evaluation in competence formation goes through the consideration that the object of evaluation is not only the adquired knowledge but, and even mainly, the competences developed by the students. In order to help us to in this transition, Tardif (2006) proposes to see the competences evaluation as a videographic approach and not a photographic one. In fact, it is not so much about issuing a judgement at the end of the way but about following a progression of the competences development. In this sense, the formative evaluation, tha informs the student about the progression of his/her learning, is an essential element of every evaluation device in a competences formation (Scallon, 2000). Then the competences evaluation is based on the access to multiple and varied sources of information with the target of determining if the students have achieved the expected level of development of competences, as well as a sufficient degree of domain of the resources related to each competence. Basic criteria are set out to be taken into consideration to evaluate the competences development, as well as a planning model. Evaluation strategies are offered to make it possible the competences development, such as the quality feedback, selfevaluation or mates evaluation, and the evaluative strategies of the competences. At last, we analize the role of rubrics in order to achieve an educative evaluation of quality and useful both for students and teachers. [ABSTRACT FROM AUTHOR]