Abstract
The axis of this analysis is designated by the situation of university assessment dangling between established practices and changes relating to integration of the European Higher Education Area, particularly the strategy of Lifewide Lifelong Learning. The yardstick for the analyses – methodologically embedded in critical hermeneutics – is pedagogical theory. In the picture of university assessment arising from reflections there dominates the logic of educational technology giving precedence to the systems functions of summative assessment over the formative one, with the latter being subjected to individual needs of learners.
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