Assessment of learning competencies is being implemented at all educational levels in Spain, giving high priority to the evaluation of learning to improve the quality of education (Brown & Glasner, 2003). The institutions viewed the new technologies as allies to help teachers and students to implement this methodology. One important way of assessment is to use electronic rubrics or eRubrics (Reddy & Andrade, 2010) which helps to focus teaching on self-regulation of learning (Cebrián-Robles, Serrano-Angulo, & Cebrián-de-la-Serna, 2014). Erubrics allow for various forms of formative assessment such as self-assessment (Martínez-Figueira, Tellado-González, & Raposo-Rivas, 2013), peer-assessment (Cebrián-de la Serna, Serrano-Angulo, & Ruiz-Torres, 2014), assessment of and by groups and evaluation with ePortfolios (Cebrián-de-la-Serna, Bartolomé-Pina, Cebrián-Robles, & Ruiz-Torres, 2015). Evaluation by rubrics were first carried out in Spain at university level and was then extended to non-university educational levels (primary and secondary). While evaluation by eRubrics can be applied to any content area, in our contribution we will focus on scientific knowledge. Key aspects of scientific competence for citizenship were revealed in a delphi study of the expert community in Spain (Blanco-López, España-Ramos, González-García, & Franco-Mariscal, 2015). Based on their work we created a new tool which allows for the collaborative assessment of scientific knowledge (CoRubric, http://corubric.com), it can be used for free and is available to all Internet users. The tool has been improved over time thanks to the initiative of different projects of R&D (http://erubrica.org). It is currently being implemented at non-university levels in a R&D project (EDU2013-41952-P). In this contribution we present the new features and functionality of CoRubric for evaluation using eRubrics and introduce the conept of ipsative evaluation as a methodology to improve self-regulation. Our empirical study is based on some 300 preservice teacher students who will learn collaboratively by assessing themselves at different times through an ipsative assessment of their competences in science and technology. Possible advantages of self-regulated, peer and ipsative evaluation will be analysed. Also, usability and satisfaction regarding the assessment instrument will be investigated (Serrano-Angulo & Cebrián-Robles, 2014).

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