The Social Policy course belonging to the Bachelor program in Social Work of Universidad de la República de Uruguay, receives students with life situations that make their dedication to studies somehow complicated: they have long commutes, they not only work but also study or have already formed their own families, which requires part of their dedication. In view of these limitations, the teaching team built a didactic strategy that combines on-site and distance activities; mandatory tasks and other voluntary participation tasks; group work and individual deliveries; random groups and freely constituted groups. These new didactic sequences have demonstrated to transcend the contextual limitations of the students and, therefore, allow good curricular performances despite their current life circumstances. Concomitantly, a balance between accreditation and evaluation was achieved, making the latter a process for learning and not an instance of learning control. In sum, the didactic proposal of the Social Policiy curricular activity displays different approaches that enable different ways of approaching the object of study, the object of evaluation, and the evaluated student. No one is condemned to a single modality, just as nobody is extremely favored by a single instrument that is more conducive to himself or herself . In this subject - in addition to the specific contents that correspond to it - we work to dislocate the emphasis on passing tests as an end in itself, and on the contrary, it gives greater relevance to the reflection and self-perception about the management of such contents.
