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The aim of this article is to expose the emprise in curricular innovation of the Faculty of Humanities and Education (HUHEZI) at Mondragon University. This experience will be illustrated through the subject Cross-cultural Education and Values Education of the Teacher Training Degree (Infant and Primary Education Degrees). The practice described is located within the cooperative framework of Grupo Mondragón. This paper explains the keys and the institutional and collective process of the education project at HUHEZI. It portrays the development and the evolution of the subject afore mentioned from its early start (Teacher Training Degree in the academic year 2005-2006) to nowadays (2012- 2013). The core of the paper is the exposition of the organization of this subject, its methodology, participation means, staff training, its ongoing design, application, evaluation and the improvement of its cross-curricular perspective - all of which represent the main ingredients of the educational project of HUHEZI. Difficulties and challenges are also described, such as the need to balance the democratic means of participation with the academic and epistemological disciplines. The current financial struggle, the constant political alterations and the sudden socio-cultural changes are some other challenges to be faced. [ABSTRACT FROM AUTHOR]

This paper relates two basic aspects of assessment evaluation in higher education (Formative Assessment and Competency Assessment) with the existence of an Inter-University Network that carries five years working these issues systematically. First, we analyze the state of the Formative and Shared Assessment in Higher Education. Second, we explain the organization and operation of the Network of Formative Assessment in Higher Education: purpose, basic methodology of work, different actions and framework: innovation projects and educational research, seminars, action-research, dissemination of results, annual conferences and thematic work-groups. We also present the main results, organized into four sections: a-advantages; b-cons, problems and possible solutions; c-influence on academic performance; d-load of work required by teachers and pupils. In the third and final section of the paper we explain the fundamental aspects of Competency Assessment in Higher Education, the changes required and the importance of coherence among curriculum elements, in this sense, we provide a practical application that we hope will be helpful in achieving higher level of coherence in our curriculum subjects. [ABSTRACT FROM AUTHOR]