The contributions presented in this article build on the authors’ experience over the past few years, where they have worked in partnership with a large number of university professors in the different fields of knowledge. Firstly, there is a reflection on the need to develop a common language enabling higher education teachers to share experiences and innovations in a clear, effective, efficient way that can be easily interchangeable and communicated. Secondly, the focus is on two aspects which in recent years are attracting the attention of teachers with the intention of introducing innovations in the evaluation activity: (a) innovations in the distribution of the power of evaluation, incorporating evaluation strategies that facilitate participation, such as self-assessment, peer evaluation or co-evaluation; and (b) those related to the uptake and use of information and communication technologies, presenting some resources from which teachers will be able to make use of their assessment competence, based on the fact that sustainable learning requires sustainable assessment, and this will only happen if the teacher becomes a facilitator that provides the means for students to take ownership of their learning process. ABSTRACTSome thoughts about the assessment of competence of lecturers in Higher Education.The contributions presented in this article are based on the experience of the authors. In recent years, the authors have been working in collaboration with university teams of different branches of knowledge. This paper presents a reflection about the need to establish a common language and terminology to facilitate a clear, effective and efficient communication and transfer of experiences and innovation. Secondly, it forecasts on two aspects evaluated by teachers regarding innovation and assessment: (a) innovation concerning the distribution of the power of assessment, introducing alternative strategies to promote participation as self-assessment, peer assessment and co-assessment; and (b) such aspects related to the incorporation and use of ICT. Some resources that might be used to improve the assessment competence of teachers are presented. Those resources are based on sustainable learning and assessment, however, these will only be made in if teachers trainees facilitators to promote the ownership of their learning process.