In recent years, many authors have been emphasizing the importance of students’ active role in the assessment process, by means of, for example, self-assessment or peer assessment. In this paper the use of self-assessment is analyzed and described within a context of blended learning through the use of Information and Communication Technologies (ICT). The aim is to expand the self-assessment usefulness and viability in Higher Education. This research was funded by Spanish Ministry of Science and Education (Ref. EA 2007-0099). The conceptual framework, in which this research is based, is focused on two fundamental topics: students’ participation in the assessment process and the use of technology in this area. As Carless, Joughin & Mok (2006) expressed “assessment processes should involve students actively so as to promote the kind of dispositions they need to be lifelong learners. Particularly salient in this category would be peer assessment and self-assessment, in order to develop evaluative expertise (Sadler, 1989). We believe that peer assessment and self-assessment have both a conceptual rationale in promoting learning (Falchikov, 2005) and also a pragmatic rationale in that they can help students to do better in summative assessments.” As a relevant contribution one presents how assessment units designed with LAMS (Learning Activity Management System) can facilitate students’ involvement in e-self-assessment during the teaching and learning process. This research has been designed to achieve two aims: - To analyze possibilities and limitations of e-assessment in university context. - To analyze e-assessment role as a strategy to facilitate the reflection of students about their learning process. The experience and learning reached in this research served as a base to the development of two new research projects: a) EvalHIDA project, funded by Spanish Ministry of Science and Innovation (Ref. EA2008-0237). b) Re-Evalúa project, funded by Andalusian Regional Government (Ref. P08-SEJ-03502).

This research is based on a case study with the participation of 94 students, enrolled in the Faculty of Science Education 2007/2008. It was the first Spanish University course that used LAMS in the learning process. The students had to perform two assessment units, one at the beginning of the course and a second one at the end of the semester. In both cases, the students needed to answer an electronic self-assessment questionnaire, with open questions, centred on the same dimensions. The aim of this self-assessment task was to fulfil an objective of the subject Educational Research Methods: promote the students ability to analyse, from a methodological viewpoint, a research report, which is generally presented as a research paper released in a scientific educational journal.

This research presents two main contributions. - In contrast with e-self-assessment that is constructed on multiple-choice, if one analyses the possibilities and limitations of reflective e-self-assessment can conclude that demanding a writing paper through open questions facilitates the knowledge building process. This shows that the importance is not in giving the correct answers but in analysing and reflecting while answering. The essential is to justify the answer reasonably. In this research one can prove that students actively get involved in the e-self-assessment process, self-reflecting critically about their formative needs, their strengths and weaknesses. - The results show that students presented more elaborated and ground-based answers in the second self-assessment and expressed critically their knowledge and competencies level.