The constant need of adaptation to the fast-moving social and economical changes produces an uncertainty that has become a characteristic of the current professional world. European universities, through the European Higher Education Area want to promote the development of transferable and adaptable competencies for life-long learning (Whitston, 1998; Fallows y Steven, 2000) such as creative problem-solving, search of relevant information, development of critical thinking or autonomous learning (Birenbaum, 1996; Segers y Dochy, 2001).

From an assessment viewpoint, practices should be adapted to the objectives to achieve. Therefore, from some time ago it is being developed the learning-oriented assessment. It has the aim to use assessment as a way to develop competencies through: authentic tasks, students involvement in assessment and providing feedforward (Carless, 2003;  Boud y Falchikov, 2006; Keppell et al., 2006; Bloxham y Boyd, 2007; Rodríguez, Ibarra y Gómez, in press).

On the other hand, the digital era has expanded to all the professional fields. Teachers should be capable to give learning opportunities through the use of ICT for university students’ assessment. This situation has resulted in the e-Assessment, understood as “The end-to-end electronic assessment processes where ICT is used for the presentation of assessment activities and the recording of responses. This includes the end-to-end assessment process from the perspective of learners, tutors, learning establishments, awarding bodies and regulators, and the general public” (JISC, 2007:6).

When we focus on learning oriented-assessment in virtual contexts we can talk about e-Learning oriented e-Assessment (Rodríguez et al., 2009). To study this concept further, EvalFOR group, from the university of Cádiz, is working in a research project, named Re-Evalúa “Re-engineering of e-assessment, technologies and development of teachers and students’ competencies” financed by the Junta de Andalucía (reference P08-SEJ-03502).

The main objective of Re-Evalúa is to test empirically the results obtained with the incorporation of the “e-Learning oriented e-Assessment” to the teaching and learning process in:

a)      The development of university teachers’ competencies.

b)      The development of basic competencies regarding assessment in university students.

To achieve these objectives, a “quasi-experimental” methodology has been designed, with a pre-test post-test design with quasi-control groups. The independent variable is the introduction of e-learning oriented e-assessment and as dependent variables the development of teaching competencies and basic competencies in students assessment.

Concerning the development of students’ competencies, an instrument for the evaluation of students’ perceptions about their own competencies before and after participating in an e-Learning oriented e-Assessment course has been designed. This instrument is called COMPES (“Self-report about the Development of Basic Competencies in University Students”). The aim of the instrument is to obtain valid and reliable information about whether the e-Learning oriented e-Assessment is a strategy that develops university students competencies.

In this paper COMPES design and validation process is described as a tool for students’ reflection and self-assessment, as instrument of assessing teacher  and also as an instrument for pre-test, post-test data gathering.

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