Based on the changes implemented at the Faculty of Humanities and Education Sciences (HUHEZI) in Mondragon Unibertsitatea, as well as those promoted by the development of the European Higher Education Area (EHEA), an experience of educational innovation – in terms of curricular, methodological and evaluative redefinition – is presented. The present experience was developed in the Degrees of Infant Education and Primary Education in this Faculty during the academic years 2017-18 (Year 1) and 2018-19 (Years 1 and 2) with a participation of 12 tutors, 40 teachers and 365 students. It shows how, after the curricular and methodological changes implemented in the university, it is necessary to rethink the evaluation system, in accordance with those transformations and with the current trends of evaluation in higher education. The evaluation strategy described, based on the professional profile and competencies to be developed in both degrees, is designed and articulated around the corresponding learning outcomes. It is presented, in detail, how the new evaluation model is implemented in terms of when it is carried out, the procedures and actions required, the agents involved, the instruments used, the interactions and feedback given, together with the evaluation and qualification criteria established. Finally, and without aiming to seek generalizations – since this is a particular experience that is still in process of development – we seek to reflect on the key aspects and themes that can facilitate -or hinder- the settlement and consolidation of the transformations that this type of innovation drives.

Assessment; Educational innovation; Learning outcomes; University.