Assessment of the learning process of literacy is considered too complex for teachers. Usually assessment of literacy process is consider as a topic for specialists who administer standardized tests to students, developed by international organizations (IEA, OECD). However PIRLS or PISA are administrated only once and they assess the literacy outcomes but do not assess the literacy process. Additionally, an increasing selection of reliable and valid assessment measures are available to assess children’s strengths and weaknesses in emergent literacy skills. Some of these measures are diagnostic assessments that provide a rich report of children’s skills in specific domains. However, these measures are often costly in terms of purchasing the measure, time to complete the assessment, and the required qualifications of the individual conducting the assessment (Lonigan, 2010: 110). As a consequence, teachers  assess literacy daily and determine the progress of the student on their own.

Emerging research evidence supports the positive impact of emergent literacy curricula that can be implemented by typical preschool teachers. These curricula, coupled with assessment that allows the identification and monitoring of children who are at risk of reading difficulty, hold promise for eliminating or reducing the risk that these children will experience serious reading problems and the consequent negative sequelae associated with them (Lonigan, 2010: 110). However for preeschool teachers is not easy to implement a literacy curricula and assess students literacy learning difficulties, others to plan and organize activities taking place in the classroom (Assaz and Lopez, 2012). Above all because when hhe purpose of this assessment is the reformulation of the activities taking place in the classroom and intervention in order to adjust them planning to the real needs of the students (Bassedas, 1998; Fons, 2001).

Without the help of technology, teachers often do not have the possibility to systematically record and analyze the difficulties of student learning. Direct observation at nursery schools shows many shortcomings in this regard, as they often do not have the tools to get the information and teachers are trained so that they could interpret the four levels of system processing reader (Cuetos, 2010): letter identification, visual word recognition, syntactic processing and semantic processing, and in the process writer (Cuetos, 2008): speech planning, processes syntactic, lexical and engines.

The developement of assessment procedures based on ICT (a web server application and tablets)  could be a way to help teachers to fulfill their teaching and assessment tasks. This paper presents the results of a research project center on implementation and results of HEVA (Literacy Assessment Tool), an application  consist of an assessment procedure for assessing, monitoring, recording and analysing children behaviour while they are reading or writing in a common classroom. HEVA was designed in collaboration with preeschool teachers and it is able to teachers share their literacy activities, assessment tools and results with other teachers, parents or the school headteacher.

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