摘要：The process of adaptation to the European Space for Higher Education requires important changes in teaching methods. Thus continuous assessment is a valuable approach to understanding a student’s thinking and skills; nevertheless this approach can be complemented with other assessment systems as formative or summative evaluation.
In the adoption of new assessment systems, different matters must be taken into account such as evaluating assessment activities (i.e., meta-assessment), and setting indexes of academic performance and progress, both individual and group nature.This study arises from a pilot scheme carried out in the University of Salamanca: it attempts to reflect on these topics.
