Evaluation based on competencies is part of a transitional model of traditional teaching which moves toward an active learning model that intends to offer answers to a series of demands in Higher Education and in the teaching-learning processes in particular. Related to this, the study presents the primary results and considerations regarding perceptions and the degree of acceptance by faculty faced with the implementation of a model of evaluation based on competencies and it’s impact in evaluation practice. We’ve considered four categories which allow us to analyze: 1) the process of evaluation based on competencies, 2) evaluation practices, 3) institutional alignment, and 4) perceptions. Starting from the analysis of these elements, the evidence shows a clear tendency toward a transition and incorporation of evaluative practices from the focus based in performance; however, we present observations that consider changes, improvements and difficulties, in the implementation of the process, in the evaluative practices and in the feedback relationship between professor and student.