The sudden suspension of face-to-face teaching activities, caused by the pandemic situation, provided for the transition to distance learning. In this scenario, an important task was carried out by the universities that had to reorganize their activities to ensure educational continuity. In this regard, the sector literature underlines the need to make use of effective methodologies and participatory evaluation practices, capable of actively involving students in an environment mediated by technologies. This paper intends to present the design approach tested for teaching Competence assessment models and strategies held at the University of Salerno, with the aim of preparing peer assessment practices in the resolution of challenging tasks, aimed at developing didactic-disciplinary and transversal skills. A first part of an epistemological nature, aimed at reconstructing the theoretical-methodological framework, is followed by a second operational part that outlines the practical translation of the theoretical principles mentioned. In particular, the phases of application of the integrated design model in an online environment in which students were involved in moments of giving and receiving feedback are detailed. An extremely positive summary picture derives from the lived experience and from the perception of the participants.
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