This article is the result of an interest in generating changes in traditional evaluation processes in higher education, as to favor the development of specific and cross-curricular competencies in pre-service teachers. The literature portfolio is proposed as an assessment strategy for pre-service language teachers, who are responsible for gaining awareness on their learning processes, considering they will replicate them in their professional practice. The literature portfolio allows teachers to go beyond simple class records, it aims at developing in students cognitive, procedural and attitudinal skills in terms of evaluating competencies in learning, promoting self-regulation of knowledge through the implementation of other assessment resources such as self-assessment, collective assessment and co-evaluation. Additionally, the possibility of articulating academic processes with personal experience that lead to reflective thinking is attained.Key Words: competency based teaching, literary portfolio, self-hetero and co-evaluation, individualized learning, new knowledge development professional training and educative, task-cycling pedagogy.