Competence-based assessment in blended learning environments

Knowing what were the assessment practices applied in the 2020-2021 academic year from the logic of online teaching is of interest, due to this transfer to online environments will be consolidated and coexist with face-to-face learning. From the exploitation of the data obtained in two ad hoc designed questionnaires that were answered by teachers (n=129) and students (n=265) at the University of Barcelona, their perception of the evaluative practices that contribute to the development of transversal skills is analyzed. The high degree of satisfaction with them is verified (M = 3.3 and M = 3.0 respectively), but by t-Student test, divergences of opinion between professors and students were detected, as well as a gap between the degree of frequency and degree of usefulness of different strategies and tools of assessment practices. Hence, the results show that there is a lack of assessment participated by the students and a lack of alignment of the evaluation with the transversal competences, especially with sustainability. The improvement points detected have implications for hybrid teaching designs since finding a way to apply a more competent assessment in mixt environments remains a challenge for the future.