With the implementation of the Bologna process all the universities have adapted their institutional policies, a special emphasis has been granted to student’s learning. It must be taken into account that assessment has a great impact on what students learn and how they do it (Boud, 2006). Some universities have, therefore, focused their attention on assessment, and some institutional assessment policies started to emerge. However, this is not the mainstream.

Recent tendencies regarding assessment in higher education, such as the ones proposed by Boud (2010), Carless, Joughin and Mok (2006), Falchikov (2005) or Nicol (2010) highlight the need to implement alternative assessment practices to enhance students learning that take into account aspects like: development of authentic assessment tasks, provide quality feedback and feedforward to students and promote student’s active participation in the assessment process.

The contribution presented here provides the opinion of university teachers regarding their assessment activity, with regards to the importance, competence and use of thirty-one assessment tasks previously selected. This study is part of a wider research project: Re-Evalúa project ‘Re-engineering of e-assessment, technologies and development of teachers and students’ competences’ which aims to empirically test the impact of the e-learning oriented assessment in the development of both university teacher and student competences.

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