Objective:

The strengthening of new strategies and methodologies that relates learning and assessment in university education is an essential condition for overcoming traditional models of pedagogy. However, the planning of the evaluation process for the bachelor of education (construction major) students is far from this reality. Therefore, this article aims at devising a methodology for learning assessment based on comprehensive projects in professional problem solving.

Methods:

A diagnosis was made on a sample corresponding to the total of students in the second academic year. Data was collected through the use of the observation method and the document review technique.

Result:

The main finding is a methodology offered to approach the learning assessment based on comprehensive projects.

Conclusion:

The development of a comprehensive assessing methodology may result in a learning generating tool.

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