Abstract:

The basic objective of this project is to work on two issues:
- In the first place, the question of how to use ICT in general, and what type of digital resources in particular, "to learn more about the learning process of students and improve educational help" (Colomina et al., 2005). In this direction, some experiences of teaching innovation developed in higher education levels (Coll, Rochera, Butler and Naranjo, 2007a and 2007b; Colomina et al., 2005; Onrubia et al., 2004) indicate that the incorporation of ICT The traditional context of face-to-face teaching can be an opportunity to improve the visibility of the student's learning process, to show a greater tracking of the same - proving different indicators, from different types of activities developed at different times of the educational process and improve the adjustment of pedagogical assistance offered by the teacher, making it more personalized and adapted to the needs of each situation;
- Secondly, the question of making the phenomenon produced by the use of ICT different from what types of evaluation practices are carried out by teachers based on the digital resources used: we refer to the collection of indicators or information and evidences that reveal the type and degree of learning that the students are doing (Coll, Rochera, Butler and Naranjo, 2007b; Colomina and others, 2005; Onrubia and others, 2004).

Continuing with Lafuente (2003), thus, through ICTs, it is possible to achieve the generation of an environment for the development of evaluation activities that will make the different aspects and steps involved in the resolution of a Certain assessment work (Engel, 2008) - from the decision making processes, to the organization and coordination in collaborative activities, the consultation and use of certain materials, the processes of elaboration of the successive versions of 'a product, etc. - This potential leads the teacher to be able to more detailed monitoring of this knowledge construction process (Coll, Rochera, Butler and Naranjo, 2007b) and, therefore, to collect more and better evidence of the realization of the learnings on the part of the student, by means of the use of instruments like the observation, the pursuit and the valuation of the products associated to the different tasks of evaluation of the recur digital ones used The generation of these high levels of transparency is an authentic educational innovation introduced by ICT, as it is considered to be difficult to promote in traditional educational contexts without the mediation of TIC (Colomina et al., 2005).

From this perspective, ITCs are considered to be a useful tool for the development of evaluation practices as they provide exceptional support so that students can reveal and explain the knowledge built on their participation in previous activities. That is to say, the ICTs provide, in the framework of the development of the evaluation practices, the opportunity to request excellent observable indicators that demonstrate the level of fulfillment with respect to the expectations of the education.

Acknowledgement:
This project has been subsidized by the ARMIF program (2015 - 0036) by the Generalitat de Catalunya.

Keywords:

Evaluation, ICT, assessment, learning, rubrics, portfolios, evidences, records.