摘要：The European Higher Education Area (EHEA) has triggered many changes in the new degrees in Spanish universities, mainly in terms of methodology and assessment. However, in order to make such changes a success it is essential to have coordination within the teaching staff as well as active methodologies in use, which enhance and encourage students’ participation in all the activities carried out in the classroom. Most of all, when dealing with formative and summative evaluation, in which students become the ones responsible for their own learning process (López-Pastor, 2009; Torre, 2008). In this second issue of JOTSE we have included several teaching innovation experiences related to the above mentioned methodological and assessment changes.
