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The goal of this text is to propose different innovative, skills-based assessment methodologies in two modules from different university degrees. In both cases, the complexity of the assessment was adjusted to both the institutional (as determined by Verifica –National Guide-and the Teacher's Guide) and social contexts (as determined by the students’ prior knowledge, their interest in the subject and expectations) through the coordinated use of different techniques that obtained information about the knowledge, skills and attitudes of the students throughout the course. The aim of this article is to reflect on the assessment process and propose new approaches that are better suited to the new institutional and social context

Skills Evaluation at the University: Experiences and Reflections in Two Geography Modules