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There are several assessment rubrics for service- learning projects that are presented in the academic field. Each one puts the emphasis on some specific aspects responding to its purpose. Attending to the concern for having an evaluation tool in this area that would respond to the integral education of the students and valuing the interesting contributions of Pope Francisco in the matter of education, an exhaustive tracking of his writings has been carried out. From an analysis of them, the educational keys of their pedagogy have been proposed that will serve as the basis for the elaboration of an evaluative rubric of the Learning- Service projects. A fundamental line is based on understanding these projects as an opportunity to humanize education, thus highlighting anthropological and existential factors such as the development of interiority and the spiritual-personal dimension. The educator is, therefore, a guide that helps the personal growth and maturation of the students. The objective of this paper is to examine a Rubric for the assessment of Service Learning Experiences in order to promote training and the integral development of the student. This is structured into two intersecting axes: person and context. It comprises six dimensions: culture, education, social agents, learning, values and service. Each dimension evaluates 5 pedagogical categories that are evaluated in 4 levels. Tools of this type allow students to be motivated in prosocial behavior. Thus, they are agents of social transformation and develop an active citizenship that works for a more just and peaceful society.

Service-learning projects are an opportunity to work on both the empathy and the prosociality of university students. Transferring theoretical content to the real context in a practical way contributes to the acquisition of transversal skills of the subjects. The aim of this paper is to present experiences made with this methodology by a group of students of the subject of social psychology. They carried out several projects with different entities, although all of them were focused on responding to the needs of children and adolescents at risk of social exclusion, coming from problematic neighbourhoods and unstructured families, with hardly any resources to establish healthy interpersonal relationships. In these contexts, the university students detected problems of coexistence, lack of social cohesion, low emotional intelligence, presence of disruptive behaviors, scarce psycho-affective development and frustration with academic issues that affected both attention and behavior. The students’ intervention project to address this problem was carried out through networking with other NGOs and associations. It also focused basically on reinforcing the good practices that were already being carried out in the schools through school reinforcement, and they were taught to work as a team through games and sports activities. The results of this service contributed to improving children and adolescents’ social identity by working on their self-concept and self-esteem, promoting autonomy and strengthening skills to help them integrate into society without neglecting education in values such as solidarity, respect and responsibility. In addition, they learned tools such as negotiation and dialogue to solve their conflicts in the different areas of their lives. And the students valued the methodology positively, thus developing prosociality and empathy, the result of the learning experience derived from it both on a personal and academic level.