Assessing the development of innovation skills in university students is a complex process that requires careful consideration of a variety of factors. First and foremost, it is important to define what is meant by "innovation" and what specific skills are involved in developing this competency. This may include creativity,  critical thinking, innitiative, collaboration, and networking among others. Once these skills have been identified, it is important to determine how they can be measured effectively.

One approach to assessing innovation skills in university students is to use a combination of self-assessment and peer assessment. This can involve students reflecting on their own learning process and identifying areas where they have developed specific skills related to innovation. In addition, students can provide feedback to each other on their innovation skills, which can help to identify areas for improvement and encourage collaboration.

Another approach to assessing innovation skills in university students is to use performance-based assessments. This may involve giving students a specific problem to solve or task to complete, and then evaluating their ability to apply their innovation skills to the task at hand. This can provide a more objective measure of students' innovation skills and can help to identify areas where students may need additional support or guidance.

It is also important to consider the context in which innovation skills are being developed and how this may impact the assessment process. For example, some innovation skills may be more relevant in certain disciplines or fields of study, and it may be necessary to tailor the assessment approach accordingly. In addition, the assessment process should take into account the unique learning styles and abilities of individual students, as well as any cultural or socio-economic factors that may impact their development of innovation skills.

Overall, assessing the development of innovation skills in university students requires careful planning and consideration of a variety of factors. By using a combination of self-assessment, peer assessment, and performance-based assessments, educators can provide students with meaningful feedback on their innovation skills and encourage them to continue developing these important competencies.

In this sense, we provide a tool for diagnosing innovation competence which is accessible at this link: http://rogle-moodle.webs.upv.es/alias/sincoe@self.htm

To teach something, but in particular a skill such as innovation or creativity, the teacher has to lead by example. His or her classes have to be interactive, creative, and different in some sense.

During the parts of the session specifically dedicated to the innovation competency, the teacher acts as a facilitator of the sessions: proposing activities, observing behaviors, providing feedback/feedforward on behaviors (reinforcing those that are positive for innovation, improving those that are not fully displayed by the students). However, at other times (if it is preferred to transmit content in synchronous sessions and not delegate it to asynchronous materials), the teacher can have a more expositional role.

The teacher's role is also to provide feedback on the student's self-assessment in a joint discussion. The aim is to help students understand the professional importance of innovation competences. Students must also be critical of their own self-assessment. Here the teacher is a good mirror.

The motivational role is also important: why it is relevant to do self-analysis in the first place.

The role of the teacher is crucial in teaching this skill to students. Below are some examples and counter-examples of how teachers can foster innovation competence in the classroom:

Examples:

 - Design class projects that require complex problem solving, which will force students to think innovatively and creatively.

 - Promote discussion and exchange of ideas in class, encouraging students to share their thoughts and views to foster collaboration and critical thinking.

 - Provide opportunities for students to explore different technologies and tools to develop projects, allowing them to experiment and find new ways of approaching problems.

 - Encourage creativity: The teacher can encourage students to be creative and think outside the box. For example, you can use tools such as lateral thinking or brainstorming to encourage students' creativity.

 - Teach critical thinking skills: The teacher can teach students skills to critically analyse and evaluate problems. He or she can have students examine different possible solutions and evaluate which one is the best. In this way, students will be able to develop problem-solving and innovative decision-making skills.

 - Encourage teamwork: The teacher can assign projects that require teamwork and collaboration. By working together, students can share ideas and find innovative solutions to problems.

 Counterexamples:

 - Following a traditional teaching approach based on memorisation and repetition of information. The teacher may be tempted to teach only traditional teaching methods and not encourage creativity and innovation which does not encourage critical thinking or creativity and thus innovation.

 - Providing students with ready-made solutions to problems, which limits their ability to think innovatively and creatively.

 - Not allowing the use of innovative technologies and tools in the classroom, which limits students' opportunities to experiment and discover new ways of approaching problems.

 - Failure to encourage diversity: If the teacher does not encourage diversity in the classroom, it can limit the creative and innovative potential of students. By limiting perspectives and backgrounds, the teacher may be limiting the students' ability to think innovatively.

 - Not being up-to-date: If the teacher does not keep up-to-date on the latest trends and innovations, it may be difficult for him or her to teach students innovative skills. The teacher must keep up to date and be willing to learn new skills and techniques in order to teach them to his or her students.

The following behaviours can be extracted from these examples:

1-Encourage creativity

2-Providing tools and resources

3-Promote critical thinking

4-Encourage experimentation

5-Encourage collaboration

6-Being a facilitator of learning

7-Promote long-term vision

8-Stimulate passion and enthusiasm

To work on the innovation competency and, above all, to evaluate it, we need an active and preferably collaborative learning environment. The latter is not absolutely essential because we can consider the option of individual innovation. But in complex environments and in the face of non-trivial problems, it will probably be essential to approach innovation as a group to be able to consider different points of view and cover more options than a single person can process with solvency. Therefore, it is interesting to encourage students to work on innovations as a group so that they acquire the competence adapted to working with other people.

In this sense, Challenge-based Learning (see card X in annex), Project-based Learning (see card X in annex), and Service Learning (see card X in annex) can be facilitating environments for the learning process of the innovation competency.

In the above three frameworks, it is usually essential to introduce a flip teaching approach where knowledge acquisition is done asynchronously with support materials (videos, podcasts, readings), and synchronous (face-to-face or remote) doubts are resolved, knowledge is put into practice, and observation, feedback/feedforward, and learning guidance are possible.

On the other hand, it is recommended to incorporate some learning or collaborative work support platform, especially for the team's asynchronous work moments. But it can also be used in synchronous online work. In this sense, platforms such as Moodle or Sakai can serve as a document repository, forum, wiki, news panel (blog), or chat. Specific platforms can also be activated for document management (for example, Alfresco, or with more limited functions, Google Drive, Office 365, Dropbox, or similar), for forums (put a common one*), for wiki (put a common one), for blogs (WordPress, or similar), or instant messaging tools (Discord, Slack, or similar). Alternatively, the Office 365 ecosystem or the Google suite can complement these platforms with their concurrent document editing capabilities. It may also be appropriate to use tools to make decisions and foster creativity as a group, such as electronic dashboards (Miro, Mural, Lino, etc.) or task managers (Trello, Planner, oneClick). It is also necessary to describe if any repository is used to store information. In addition to software tools, participation protocols must be defined in these platforms (see card etiquettes & online standards).

As the processes/problems posed to students become more complex, structured methods that support the different phases, from problem identification to action plan creation, become more necessary. It is recommended to use a reference framework to guide students' innovation process, in which divergent activities (opening options/generating alternatives/creativity) alternate with convergent activities (filtering and selecting options/critical thinking) and concludes with an action plan (initiative). In this sense, the Triple Diamond model (Marin-Garcia et al., 2020) (Figure 1) offers a framework that can be applied in different contexts where innovation is intended through problem-solving or detecting and taking advantage of opportunities, either continuously (individually or through improvement groups) or even radically. The model is an extension and adaptation of the double diamond proposed by the British Design Council (Clune & Lockrey, 2014; Design Council, 2007; Tschimmel, 2012) and integrates ideas present in 3I model, HCD model, PDCA, DMAIC and 8D (Cheng & Chang, 2012; Scholtes et al., 2003; Suarez-Barraza & Rodriguez-Gonzalez, 2015; Tapping, 2008; Tschimmel, 2012).

The toolkit that can be used to support each of the activities is too broad and diverse (Clune & Lockrey, 2014; Tschimmel, 2012), and it is not the purpose of this script to list each one of them (see card X in annex), which, on the other hand, can be very specific in some cases, and in others, each team of teachers will have preferred tools already tested in their teaching context.