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This paper analyzes the extent to which students are able to assess their own learning and that of their peers (peer assessment and self-evaluation) through erubrica, standards and evaluation criteria proposed by the faculty in the configuration, design and development of project evaluation. This type of evaluation and self-assessment presumes in the New European space of Higher Education that students take a more active role in the learning process and the evaluation itself will serve in helping to achieve the knowledge of professional skills. Thus the use of new technologies in self-regulatory assessment processes allows the student to achieve an optimal, effective and quality performance in the proposed content, as much as in the development of them before the group, considering the act of evaluation as a process of improvement and learning through tools such as the erubrica that favor the "overall assessment"; that is, the assumption of all core competencies. This study has been carried out in the academic year 2011-2012, for two semesters with different core subjects (theory and child education policy and towards an inclusive school: patterns and practices) and with identical groups (Group 1, 1st degree of infant A as the experimental group; and Group 2, 1st degree of infant B, as the control group). This paper exposes the results of peer evaluation and self-evaluation through the implementation of projects, where students evaluate their peers and evaluate themselves by comparing the results with the assessment made by the teacher with their groups and each student individually. [ABSTRACT FROM AUTHOR]

Academic writing in European higher education is a little explored field hidden behind fifty major language and fifty national educational systems of which it is part. The article aims at developing a perspective for studying the diversity of writing in Europe and finding a shared language for analyzing student writing. The article recaps baselines theories for the teaching of writing and reports on three important European writing traditions. The main part of the paper is devoted to three foundational conceptions for writing: The role of genres in understanding student writing, the function of writing practices for the organization of student writing and the meaning of writing competences for the teaching of writing. [ABSTRACT FROM AUTHOR]