It is a reality that universities place great emphasis on formative research in the training of their students in order to increase their knowledge, skills, attitudes and achieve competences. This paper aims to show the experience of applying the Problem-Based Learning (PBL) methodology to assess learning based on indicators that have been determined from the criteria considered to correspond to the competences of the course under study Business Electronic, at the Professional School of Systems Engineering (EPIS) of the Universidad Nacional de San Agustín de Arequipa (UNSA), Arequipa-Peru, with theory and laboratory practice taught by two teachers. The objective is to apply an evaluation strategy for the development of competences with active didactics to the engineering training course. The methodology used is Problem-Based Learning applied to a formative research project based on real problems common to many organizations. In the semester, the students in groups solve the problems stated, and then they deliver a deliverable report and formative research report of each problem that is scored through a rubric. The teachers make contributions and provide feedback in the report for the improvement and experience that the student is acquiring in their training. The results obtained show that the objectives are achieved, increasing knowledge, skills, attitudes and adequate evaluation in the training of students, as well as the development of the competences of the course, as well as achieving the results of the student; showing that the application of PBL with Formative Research would provide good results for other courses of the professional career, allowing continuous improvement in the teaching-learning process. The conclusion is that an adequate assessment of learning based on indicators with an active didactic strategy, effectively planned and adequately applied to real-life problems, makes it possible to achieve the expected student results.

Feedback can be very influential in students' learning, therefore, the university must be very clear about its procedures and rules on the time lapse of the response of the work done by them, and the comments made to positively influence in a sustained manner in the evaluation of learning. The present work shows the experience of applying the Problem Based Learning (PBL) methodology and also developing research competencies through Formative Research, and as a result of the evaluation of the learning of the Criteria and its Performance Indicators corresponding to the course Business Electronic which is taught by two teachers in theory and laboratory practices. The objective is to design a Feedback Model for the problems solved by the students in order to support the improvement of their learning. The methodology used is Problem Based Learning together with the Feedback Model, of real problems posed contemplating different contexts of the organisations; we have that from the Deliverable Report of each problem at the same time the incidences and observations are registered in the corresponding register and in this way the Feedback Report is elaborated. The results obtained reveal that the objectives of producing the Feedback Report are achieved, which should be sent as soon as possible to the students for analysis, to propose their own strategies for improving the shortcomings or errors, as well as having the motivation to continue progressing by accepting the suggestions or contributions of the teacher; as well as seeing an increase in knowledge, development of their competences, skills, attitudes, making their own judgements, and achieving the Student Results. In conclusion, the application of a well-planned active didactic strategy, the adequate evaluation of learning through the qualification of the indicators of each criterion, and the elaboration of a timely feedback report on the problems, will achieve the expected results for both the course and the student.