Rodríguez-Mantilla reflects on ‘Teacher training in assessment techniques in a technological era’. The incorporation of e-tools in the area of education has searched, among other aspects, to promote the motivation of the students in carrying out the proposed activities, promoting more active learning. Similarly, the use of new teaching strategies allows a new planning of activities and the use of new technological tools. The use of these digital tools aims to diversify the instruments for carrying out new activities and evaluation. Evaluation tests applied through digital media (such as computer, tablet, smart phone, etc.) are generally used as a way to increase the efficiency and effectiveness of test administration. However, despite the variety of formats and improved tests, actual eEvaluation strategies tend to replicate traditional evaluation, based explicitly on knowledge assessment. In this sense, alternative modes of assessment present a labyrinth of technical problems for teachers (it takes time, it raises questions about its validity and reliability, it is often not well described, etc.). This is why teachers in the 21st century must have a good knowledge of the use of technology and, for this reason, the generalization of the use of ICTs in the current educational context has led to changes in the role of teachers (now assuming the role of leader in the training process to promote the incorporation of ICTs in schools and classrooms, carrying out processes of innovation, transformation and change). However, the educational reality reveals a number of drawbacks and obstacles, such as: a) teachers have the uncertainty of having to choose between multiple technological tools without having clear criteria that they can use for such selection, b) many teachers do not have the skills or experience to evaluate available educational technology, c) few teachers dare to be innovative, and d) they are not familiar with technical language. On the other hand, 21st century competency assessment models emphasize the importance of test construction and the application of psychometric analysis to ensure the use of valid and reliable assessment tools. Therefore, for teachers to be able to make good assessments, they also need to have knowledge in the field of measurement. In the face of this reality, it is worth asking: Are the teachers really trained in the design of assessment techniques and tools to evaluate student learning?

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