6. Evaluation.

The procedural evaluation criteria will be based, mainly, on the observation of the participants, taking into account the variables outlined in the specific objectives.

For this, each teacher must create an observation diary in which the evolution of the participants is collected in written form to discern what are the contents that need to be strengthened in relation to the development of individual skills.

As a final evaluation, a report will be prepared in which it is highlighted whether the general objective related to the improvement of emotional intelligence, executive functions and instrumental content has been achieved. On an emotional level, the CDE (GROP questionnaires for the assessment of emotional competence) is recommended. Pérez-Escoda (2016) indicates a series of questionnaires designed by the GROP (Research Group of Psychopedagogical Orientation) for the evaluation of emotional skills, aimed at people of different ages. Specifically, the CDE-SEC (Emotional Development Questionnaire for Secondary Education) consists of a self-report scale consisting of 35 items with a Likert response format, with eleven response options on a scale ranging from 0 (Completely disagree) to 10 (Completely agree).

Its application is considered adequate between the ages of 12 and 18, although in this case it can be applied to adults deprived of personal liberty.

Both tools are framed in the pentagonal model of emotional skills of Bisquerra (2007), which distinguishes emotional awareness, emotional regulation, emotional autonomy, social competence and skills for life and well-being.