Nowadays, we have an scenario marked by an increasingly complex and timeconsuming formative model, which differs considerably from that which has been used until now. These changes make it necessary to rethink the existing evaluation processes, which are going to be affected by strong changes. They are determined not only by the passage of the traditional emphasis put on the teacher and the education, to the importance that is given today to the learning and to the student as the centre of this learning process; but it also changes the purpose of evaluation, moving from the acquisition of a series of academic knowledge to the development of skills and gaining basic and more complex applied knowledge; but above all, it changes the role that evaluation has in improving these learning processes.
