The European Higher Education Area arise to develop and evaluate learning methods focused on the acquisition of competences that will enable students to face different kind of situations, both in academic and professional contexts. This new approach involves the use of different didactic methodologies, including teamwork. Nevertheless, teamwork learning evaluation is a challenge for the professor and it is not always an easy task.

In the present paper we carried out an approach to the different methods for evaluating the competence "to do teamwork task" through a bibliographic review, and a questionnaire administrated to professors at the University of Valencia.

The bibliographic review shows that the current tendency for evaluating teamwork demands require the combination of different strategies such as the professor direct observation formalized in rubrics or evaluation sheets, self-evaluation, co-evaluation and tutorship.
The results of the questionnaire show that most of the professors use teamwork as teaching strategy. However, the evaluation criteria have not been formally established. The most used teamwork evaluation strategy is the direct observation in class, students presentation, and assignments. In addition, regarding the student role in teamwork evaluation (self-evaluation and co-evaluation) is hardly strengthened by professors.

EHES, competences, teamwork, self-evaluation and co-evaluation.