With the Recommendation 18 december 2006 European Union has identified 8 Key Competences for lifelong learning: a combination of knowledge, skills and attitudes necessary for self realization and delf development, inclusion, activie citizenship and employability. Several countries have embedded the Key Competences framework in the school reforms, starting a change of paradigm that integrates the competences with the disciplinary knowledge, toward a school competence based. Analysing how the Key Competences are implemented in the school field, three remarks emerge: 1. despite still no European country has completed a full transition to education competence based, have been launched several initiatives and experiments in the direction of the visibility and recognition of Key Competences; 2. the construction of a school based on Key Competences requires the adoption of new approaches, policies and tools to plan paths, assess and certify the competences; 3. it is necessary that teachers use methodologies and tools for an authentic assessment of Key Competences for both formative and summative purposes. Now the main challenge is the assessment of Key Competences. TASK project aims to support teachers through the development of a methodology for the assessment of Key Competences in order to certificate them with national formats, starting from the exploitation and adaptation of the VINTAGE model. Designed, tested and validated in a Grundtvig project of the Lifelong Learning Programme (adult education field), the VINTAGE model is characterized as an authentic, self-reflective, proactive and anchored to the context assessment methodology; the project has developed an online tool based on the model that allows the user to self-evaluate his Key Competences (www.learningcom.it/vintage). The TASK methodology will integrate a framework for the self-assessment of Key Competences in the lower/upper secondary school, a web application for the self-assessment and the a set of didactic approaches and strategies for teachers aimed to support them in the application of the procedure (Guidelines). The project has a durationof 24 months and is teargeted to the lower/upper secondary school teachers. It will produce the following activities: Research: rules, practices, methodologies and tools for the assessment of Key Competences in partner countries. TASK framework, for the assessment of Key Competences in school contexts; TASK Framework experimentation to test the Framework involving lower and upper secondary school teachers, to verify its consistence, effectiveness, usability and coherence with the certification tools and formats; TASK web application, that will supply a logical interactive path for the self-assessment of the Key Competences in the school context, supported by a web interface; TASK web application experimentation; TASK Guidelines: the Guidelines supply a support to the teachers for the adoption of the TASK methodology. TASK Recommendations: a document containing the recommendations to stakeholders, institutional and policy makers, for the transferring of the TASK methodology; Multipliers Events with teachers, decision-makers, key actors, stakeholders. TASK project aims to realize the following results: - implement a repertoire of the assessment approaches and the certification procedures/models in the partners' countries to compose a synthetic frame that will help to define common criteria and rules to implement TASK methodology; - introduce in schools a methodology not exclusively limited to the assessment practice, but also involving the teaching and learning approaches. In this sense, TASK methodology will represent: • an approach for the self-assessment of Key Competences • an instrument for the assessment of Key Competences for their certification: teachers will use it as an integrated approach to assess, recognize the students' Key Competences and then certificate them with the standard procedures an model adopted by the school system • a learning process, as a procedural and formative assessment approach; • a social and collaborative approach: the "self-" dimensions does not means "exclusively on his own". It brings into play the self-awareness and the meta-competences of learners, and carries out its most important potential in the social practice. As already highlighted in the results of the piloting of the Vintage model at a European level, this methodology can be effectively used in diads, small gruoups and classrooms; it can stimulate and foster self-assessment, peer-assessment and group-assessment processes. In this process the teacher has the role of guide, coordinator, scaffolder, supporting the development of a new awarness in students. - develop a network of key actors that will, in turn, raise awareness at the policy making level; generate a robust impact; valorise a multiplier TASK impact, new projects, initiatives, networks.