Abstract
In the past few years all aspects of social and economic life were significantly impacted by the global pandemic, forcing everyone to reconsider familiar ways of doing things and carrying on with their personal and professional plans. Higher education was not an exception, and all the stakeholders involved in the educational system had to cope with numerous challenges and adapt quickly to many changes in all areas of their activity: teaching and learning, evaluating and grading, interaction between teachers and students and among peers, or administrative issues. This article aims to discuss the first two elements from this list and to show how the shift to exclusively online academic interaction triggered reconfigurations of the evaluation systems used in universities. While, as the title of the paper indicates, we would like to concentrate our attention on changes in assessment, we also consider that teaching and learning methods have a strong impact on how acquisition and development of skills is evaluated and that neither of the two aspects can be discussed without making some reference to the other.
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