This chapter of the thesis by Claudia Andrea Guzmán Bravo, titled "Evaluation Portfolio: Learning Experience in Achieving Transversal Competencies: Critical Thinking and Ethical Use of Information and Communication Technologies," discusses the evolution of educational evaluation from a mere verification tool to a comprehensive process that considers achievements, motivations, and attitudes. The chapter highlights the importance of authentic evaluation, which involves real-world problems and encourages active participation and critical reflection from students. It emphasizes the role of portfolios as a means to facilitate this process, allowing students to organize evidence, reflect on their learning, and identify areas for improvement. The chapter also addresses the challenges and limitations of using portfolios, such as the risk of instrumental use and the need for clear objectives and pedagogical alignment. Additionally, it explores the theoretical framework of authentic evaluation, including its constructivist foundations and the integration of various competencies. The methodology section outlines the steps taken to design and implement an electronic portfolio to evaluate two transversal competencies: critical thinking and ethical use of information and communication technologies. The portfolio serves as a tool for documenting key products and activities, facilitating the identification of learning progress and the development of competencies.This chapter of the thesis by Claudia Andrea Guzmán Bravo, titled "Evaluation Portfolio: Learning Experience in Achieving Transversal Competencies: Critical Thinking and Ethical Use of Information and Communication Technologies," discusses the evolution of educational evaluation from a mere verification tool to a comprehensive process that considers achievements, motivations, and attitudes. The chapter highlights the importance of authentic evaluation, which involves real-world problems and encourages active participation and critical reflection from students. It emphasizes the role of portfolios as a means to facilitate this process, allowing students to organize evidence, reflect on their learning, and identify areas for improvement. The chapter also addresses the challenges and limitations of using portfolios, such as the risk of instrumental use and the need for clear objectives and pedagogical alignment. Additionally, it explores the theoretical framework of authentic evaluation, including its constructivist foundations and the integration of various competencies. The methodology section outlines the steps taken to design and implement an electronic portfolio to evaluate two transversal competencies: critical thinking and ethical use of information and communication technologies. The portfolio serves as a tool for documenting key products and activities, facilitating the identification of learning progress and the development of competencies.