There is a broad consensus about the need to educate students in ecosocial skills and intersectional feminist perspectives, which implies designing, developing and assessing interventions that address this learning in different curricular subjects. Initiatives to educate in these issues generally lack tools to assess what students have learned. In this conceptual and methodological paper, we present a theoretically grounded and empirically verified tool based on the theoretical framework of teaching and learning conceptions and designed to analyse and assess what the students have learned related to an intersectional feminist perspective. The tool distinguishes three dimensions of learning: functionality (with domains such as inequality, sexist violence and feminism), complexity and generalization, each of them with different competence levels. This makes it possible to study the impact of feminist educational interventions and can guide teachers in the design of proposals of this type. [English translation by Mary Black.]