Traditional educational approaches have been more concerned with the transmission of knowledge and skills than with the introduction of values and attitudes, or, in other words, with the holistic upbringing of learners “competent for life”. However, already by the end of the XX century it became clear that education should have a more relevant role in fostering achievement of individuals’ personal aims and also social and economic welfare. All this created the breeding ground for the emergence of the concept of “competence”. However, for the time being, there is not a unique, distinct definition of “competence”, which makes it scarcely operative and hinders application in educational planning. In this context, competence is being used non-uniformly, and often as a mere declaration of intent, and this is creating ambiguity regarding the design of competence based teaching. Taking into account all the above, we are proposing the development of a practical evaluation scheme, based on specific indicators (tags), which allows analysing the contribution of specific didactic resources to the development of the scientific competence. We define our framework for the definition of scientific competence, define its relevant dimensions and set the criteria and intended steps for the development of the system of indicators.