The external practices is one of the most specific research topics in the field of university education (Raposo Rivas & Martinez-Figueira, 2013). Despite the external practices long history as a topic of research, there are still some important aspects worth researching, especially following the recent degree changes, which have lead to an increased importance of credits and presence in all degrees in Spain (Gallego & García, 2010), the need to study in the learning environments and collaboration between Company - University. Likewise, the boom in practices based on ICTs, such as digital portfolios, poses the need to prop up technological solutions and methods with rigorous research studies, especially due to wide popularity of ICTs in general. The supervision process in the external practices clearly requires communication and follow-up to be done remotely, by using ePortfolios (Barrett, 2006). In addition to competence-based assessment and the need for students to provide learning evidences, the supervision process in the external practices also poses the need to analyse students’ ability to carry out such processes (Falchikov, 2005; Jonsson, A. & Svingby, 2007; Reddy & Andrade, 2010), as well as the need to find out the best supervision methods to be used with eportfolios. Amongst the eportfolio’s elements, we find a tool for design, communication and competence-based assessment known as the eRubric. This project aims [EDU2013-41974-P][1] to consolidate a research line that has already been undertaken with other R+D+i, and which currently intends to expand to different researchers and Centres of Excellence in Spain and other countries [Harvard University –EEUU-; Colonia University –Germany-; Sined –México-; Universidad Federal do Paraná and Sta. Catalina –Brasil- y Stockholm University –Sweden-]. The previous project R+D+i [EDU2010-15432][2] was investigated on subjects with class attendance (Raposo Rivas; Cebrián de la Serna and Martínez-Figueira, 2013; Cebrián de la Serna; Serrano Angulo & Ruiz Torres, 2014), without the mediation of distance-learning. Such circumstances have therefore been exempt from the extra dimension that technology often gives human communication. In addition, no research studies have been conducted on the highly specific field of the external practices, nor on the supervision of distance-learning competences.

In this context, teachers and students exchanged numerous documents which can benefit from legal issues such as data protection and image of the child, copyrights and / or the right of access to information for all people regardless of their abilities and specific educational needs.

Distance learning, which represents a teaching method undoubtedly on the rise as a great technology mediator. eRubric evaluation falls within the concept of formative assessment; it is valuable for both the formal and non-formal education systems (vocational training, the unemployed, training of civil servants, etc.) both public and private companies.

Notes [1] R+D+i project: Study of the Impact of federated eRubrics on the evaluation of external practices competences EDU2013-41974-P web: http://goo.gl/CN6IDw [2] R+D+i project: Servicio federado de eRúbrica para la evaluación de aprendizajes universitarios. Ministerio Economía y competitividad y Fondos FEDER. nºEDU2010-15432 web: http://goo.gl/zHgRQD References Barrett, H. (2006). Authentic Assessment with Electronic Portfolios using Common Software and Web 2.0 Tools. http://electronicportfolios.org/web20.html Cebrián de la Serna, M.; Serrano Angulo, J. & Ruiz Torres, M. (2014). eRubrics in Cooperative Assessment of Learning at University. Comunicar, 43. DOI: 10.3916/C43-2014-15. Falchikov, N. (2005). Improving assessment trough student involment. New York –EEUU-: Routledge. Gallego, M.J. & García, A. (2010). Virtual Learning Environments In Faculties Of Education In Spain: Changes On Student Attitude. Journal for Educators, Teachers and Trainers, JETT, 1(1), 42-50. http://oa.upm.es/13352/1/0jtettgallegobeltran.pdf Jonsson, A. & Svingby, G.; (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, pp. 130–144. Reddy,Y. & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education Vol. 35, No. 4, July, 435–448. Raposo Rivas, M. & Martinez-Figueira, M.E. (2013). Mentoring Student Training, what Is Important? The New Educational Review. 32 (2), 243-254. http://www.educationalrev.us.edu.pl/e32/a20.pdf Raposo Rivas, M.; Cebrián de la Serna, M.; and Martínez-Figueira, M.E. (2013). The electronic rubric to value skills on ICT subjects. European Educational Research Journal. (13) 5. pp. 584-594. http://dx.doi.org/10.2304/eerj.2014.13.5.584 Serrano Angulo, J. & Cebrian Robles, D. (2014). Usability and Satisfaction of e-Rubric. Revista de docencia universitaria. Vol. 12 (1), 177-195. http://red-u.net/redu/index.php/REDU/article/view/775