This text is a detailed academic work on the design of an electronic portfolio for authentic assessment of two transversal competencies: critical thinking and ethical use of information and communication technologies (ICTs). The study is part of a master's degree program in educational technology and innovative teaching media, conducted by Claudia Andrea Guzmán Bravo. The work explores the evolution of assessment practices in education, emphasizing the shift from traditional, quantitative methods to more authentic, qualitative approaches that involve students in the evaluation process. Authentic assessment is defined as a process that goes beyond mere validation of learning outcomes, instead focusing on the student's ability to reflect, analyze, and improve their performance through evidence-based evaluation. The study highlights the importance of using portfolios as a tool for authentic assessment, which allows students to document their learning journey, reflect on their progress, and demonstrate their competencies in real-world contexts. The electronic portfolio is designed to facilitate this process, incorporating various forms of evidence, such as texts, audio, images, videos, and web pages, to showcase the student's development in critical thinking and ethical ICT use. The study also discusses the role of technology in enhancing the portfolio process, emphasizing the need for clear objectives and a pedagogical approach that supports student reflection and self-assessment. The work concludes with a discussion of the theoretical foundations of authentic assessment, including constructivist learning theories, and the importance of integrating competencies into the educational process. The study also addresses the limitations of portfolio use, such as the risk of instrumentalization, and the need for clear objectives and pedagogical alignment to ensure that the portfolio serves as a meaningful tool for authentic assessment. The research emphasizes the importance of involving students actively in the assessment process, promoting self-reflection, and using multiple evaluation strategies to ensure that the assessment is comprehensive and meaningful. The study also highlights the role of rubrics and taxonomies in evaluating student performance, as well as the importance of feedback and continuous improvement in the learning process. Overall, the work presents a comprehensive analysis of the use of electronic portfolios in authentic assessment, emphasizing the need for a student-centered approach that promotes critical thinking, ethical ICT use, and the development of transversal competencies.This text is a detailed academic work on the design of an electronic portfolio for authentic assessment of two transversal competencies: critical thinking and ethical use of information and communication technologies (ICTs). The study is part of a master's degree program in educational technology and innovative teaching media, conducted by Claudia Andrea Guzmán Bravo. The work explores the evolution of assessment practices in education, emphasizing the shift from traditional, quantitative methods to more authentic, qualitative approaches that involve students in the evaluation process. Authentic assessment is defined as a process that goes beyond mere validation of learning outcomes, instead focusing on the student's ability to reflect, analyze, and improve their performance through evidence-based evaluation. The study highlights the importance of using portfolios as a tool for authentic assessment, which allows students to document their learning journey, reflect on their progress, and demonstrate their competencies in real-world contexts. The electronic portfolio is designed to facilitate this process, incorporating various forms of evidence, such as texts, audio, images, videos, and web pages, to showcase the student's development in critical thinking and ethical ICT use. The study also discusses the role of technology in enhancing the portfolio process, emphasizing the need for clear objectives and a pedagogical approach that supports student reflection and self-assessment. The work concludes with a discussion of the theoretical foundations of authentic assessment, including constructivist learning theories, and the importance of integrating competencies into the educational process. The study also addresses the limitations of portfolio use, such as the risk of instrumentalization, and the need for clear objectives and pedagogical alignment to ensure that the portfolio serves as a meaningful tool for authentic assessment. The research emphasizes the importance of involving students actively in the assessment process, promoting self-reflection, and using multiple evaluation strategies to ensure that the assessment is comprehensive and meaningful. The study also highlights the role of rubrics and taxonomies in evaluating student performance, as well as the importance of feedback and continuous improvement in the learning process. Overall, the work presents a comprehensive analysis of the use of electronic portfolios in authentic assessment, emphasizing the need for a student-centered approach that promotes critical thinking, ethical ICT use, and the development of transversal competencies.