The assessment process was organised in four phases: 

1.  Self-assessment 

The Quality Committee of the degree described and evaluated the situation of its teachings, and selected and proposed an improvement plan. The result of this process was the initial report (or self-assessment report), that once completed, it was sent to the Office of the Vice-Principal for Studies.

2.  External Assessment 

A group of outside readers of the degree under analysis validated the initial report (both by a documentary analysis and by a visit to the unit assessed, requesting information directly to students and to other members of the academic community), they also issued their recommendations and proposed improvements. The main function of the external report was to ensure the correct interpretation that the Quality Committee made of the data and to guarantee the viability and priority of the improvement plan. The result of this phase was the external report, which was sent to the Office of the Vice-Principal for Studies and presented to the Quality Committee of the degree, in order to collect all the suggestions that they deemed appropriate for preparing the final report.

3.Final report of the degree 

This report included a summary of the evaluation of the different dimensions collected in the external and internal assessments, as well as a list of the main strengths and weaknesses detected. Also it highlighted explicitly (duly prioritized and scheduled) the improvement actions, in order to consolidate the strengths and to improve the weaknesses. The final report was developed by the Quality Committee of the degree and it was approved by the CAT and/or the Board of the Centre, which submitted it to the Office of the Vice-Principal for Studies.

4. Final report of the University 

The Quality Committee of the University made a report that included the results of all the processes completed.
The Quality Committee of the University urged to the Office of the Vice-Principal for Studies to collect the proposals of educational innovations generated and to establish the mechanisms of adaptation needed to be considered administratively in the teaching organisation plans of professors and of the departments.

Schematically, this will be the comprehensive assessment process: