Higher Education Institutions are committed to ensure spaces of combined education or b-learning. Associated with this aim, there is a concern about the roles and functions that the teacher performs and how to assess them. This study is located at the intersection of research in educational assessment and b-learning in Higher Education. Under this foresight, this research is developed in a descriptive and propositive manner, adopting a qualitative approach which –through the implementation of grounded theory- encodes and analyzes 105 texts selected to present the characterization of the roles, functions and competences that the teachers must perform at the different stages of the process for developing a course based on b-learning methodology.