Abstract:

Introduction:
This work is contextualized in the topics of Accreditation and Quality in Education, Teacher Training and New Challenges for the Higher Education Area. Specifically, our paper works about Evaluation and Assessment, ICT skills and training and ECTS experiences.
In addition, the main objectives where we based our paper is in the oficial Call for Teaching Innovation and Improvement 2013-2014 in the University of Seville. There are some aspect that our proposal assumes:
1.-Design activities to support learning for innovative and / or encourage the use of information technology and communication as tools to support teaching in the classroom.
2.-Create and consolidate an interdisciplinary network of Faculty to provide new insights into the use of innovative teaching methods.
3. Create new teaching materials, where the students are active participants in their learning.

Objetives:
Under these objectives, in the context of this project innovation and teaching improvement we propose some operative objectives:
a) Apply the PBL (Problem Based Learning) methodology in partial or comprehensive manner in the subjects involved.
b) Develop cooperative and group activities based on real situations that students will have to solve. For this activities, the student must use ICT resources like digital portfolio.
c) Design of formative assessment instruments such as rubrics evaluated by other, peer assessment and self-assessment based on the socio-intellectual student products.
d) Design and implement a repository (website) with innovative teaching resources for the university community.
e) Meeting new innovative proposals by attending the 7th International Conference of Education, Research and Innovation (ICERI2014).
f) To enhance the impact of innovation through an article that exposes the main results obtained in this project and to have an impact in the scientific community.

Methodology:
In terms of methodology, the foundation of our innovation is based on:
a) Empower a greater commitment as teachers, students and closer to breaking with traditional teaching.
b) Develop methodological proposals consistent with democratic practices assessment, improvement the role and responsibility of the students, based on dialogic learning and not only guided by the efficiency.

Conclusions:
In connection with the formative evaluation it is important not only to innovate through new assessment tools, substitutes or complementary to the examination, but it is neccesary to:
a) Place the student as protagonists of their learning process.
b) Generate a process that guides all means serve a valuable and deep learning (self, meaningful and useful.)
In short, we propose an assessment which supports the learning process and is a reference for teacher quality. Continuous and formative assessment is supported by a review of the student learning process, which allows for an improvement of their learning, being a central aspect of our training activity.

The present innovation project will be implemented in the first semester of academic year 2014-2015, Specifically between October and December 2014, although also involving a matter of second semester that will control developments over the materials applied in the first semester.

Keywords:

ICT, teacher education, European innovation.