In this work, we take up the concept of competence to analyse the relation among the new learning paradigm of socio-constructivism, the concept of competence, developed in accordance with this paradigm and the process concerning the assessment. As regards the debate on competences assessment it is emerging the necessity to introduce a new and articulate approach which takes into account the polymorphous nature of competence. The tendency in progress is that of aiming to an authentic evaluation based on complex tests directed to learnings assessment in terms of competence. In this regard, an interesting perspective is the trifocal view, proposed by Pellerey, through which to observe the learners' competence development. In detail, the three angles of observation are the objective dimension, the subjective dimension, the intersubjective dimension. When we talk about learning assessment, we refer to something extremely complex. In order to be able to distinguish all the shadows of competence concept's meaning, the co-presence of an observable part and a hidden one within it, it is necessary the adoption of a multi-level evaluation pattern, to guarantee a multiplicity of points of view.
