The competence-based formation model has oriented educational policies in different countries during the last decades. From this model, the socio-formative approach has its basis and works as a referent in Latin America to orient the formation and competence assessment. The socio-formative approach uses the methodology of the formative projects by means of an articulated set of pedagogical strategies that are used along the time to solve the problems of the context. This paper presents a model for competences development and assessment using formative projects as part of a technological architecture to personalize the students' educational experience through a virtual learning environment. The model is structured considering the pedagogical guidelines of the University Corporation CIFE, in Mexico. Finally, a case study is presented to validate the proposed model with formation methodology in a virtual course in the CIFE.