Introduction The emotional, cultural, and economic changes involved in the process of coping with migration can be particularly difficult during adolescence. How education systems respond to the challenges posed by the flow of immigration has profound implications for society. One of the ways that students can demonstrate their adaptation to the education system is by their academic performance. In addition, in many education systems well‐being has been shown to be directly related to performance. Therefore, this study aims at examine the differences between native and immigrant students in mathematics and science skills, and in well‐being indicators evaluated in PISA 2018. Method We performed multivariate analysis of variance (MANOVA) based on the results of PISA 2018 evaluation, obtained from the official OECD database. The sample was 7099 Spanish students (49.5% girls; 50.5% boys), with a mean age of 15.83 years old (SD = 0.29). A little under half (42%) were native students, 35.5% were first generation‐immigrant students, and 22.7% were second‐generation immigrant students. Results The native students demonstrated higher levels of mathematics and science skills than the two groups of immigrant students, and had significantly higher means in positive affect, self‐efficacy–resilience, and feeling of belonging at school. Although life satisfaction was no different between the immigrant and native groups, the second‐generation immigrants showed higher rates of positive affect, and a greater sense of belonging to the school than the first‐generation immigrants. Conclusions We suggest future lines of research and the need to produce explanatory models that consider the complexity of migratory processes.

Competency-based designs promote the development of knowledge, skills and attitudes that enable professionals to develop adaptive experience, preparing them through learning activities and authentic assessment, for the future acquisition of new content. This requires the development of evaluative judgement, so that the quality of one’s own work processes can be assessed autonomously and with critical judgement. This paper presents the design of an educational experience with students of Galenic Pharmacy (N = 339) during the 2021–2022 academic year, the objective of which, when giving presentations on ways of administering medicines, was not only the learning of content but also the development of competencies. A complex task with iterative deliverables is proposed in which peer assessment is the key to the development of evaluative judgement. The results show the positive effects of peer assessment, the growth of feedback provided from loop to loop and the development of critical judgement. However, engagement with the process has been erratic and the focus of feedback has not been sufficiently centred on content. Improved assessment literacy would probably be necessary both for teachers, in order to be able to establish criteria more aligned with their competencies, and for students to be able to attach greater formative value to these practices and engage with the learning process itself, and thus be able to continue this autonomous and self-regulated learning throughout life.

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