Abstract:
Every evaluative model or practice responds to the conception that we have about the teaching and learning process which become visible in strategic decision we make concerning the design of the educational model and the related assessment model.
We have to distinguish between the evaluative strategies and instrumentations we apply in order to gather information about one relevant moment within on one hand and, on the other hand, evaluative model that has the main function of establishing
guidelines for the integration of all gathered information in order to respond to the different objectives of the evaluative action. Nowadays, the multidimensional and complex character of the domains to be assessed is clearly recognised, and so is the need to assessed them in combination with the application context.
