Abstract
The use of inter-/transdisciplinarity in school curricula determines the design of integrative technology for the assessment of students' transdisciplinary competences at the end of primary education. This technology is focused on the application of the integrative vision on the different levels and areas of knowledge and/or curricular areas. Integrative assessment involves a complex process focused on creating connections between different entities, such as content units, competences, skill units, which are usually formed and assessed disparately within different subjects. The assessment of school competences in primary education must be carried out as an approach to the integral knowledge of the pupil's personality, through the balanced correlation of psycho-physical, moral, aesthetic, scientific, technological and social dimensions.
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