Diverse tools = systemic assessment approaches

Todays’ reality requires a shifting in assessment paradigms. Schools and employment have being gaining the notion that academic knowledge and performance based tests don’t necessarily give the best evidence about learners’ skills and competences to act in real-world situations.
Simultaneously, the internet was been presenting different software and web-based tools that can be used to support different learning activities and, consequently, different methods of evaluation and assessment: Quiz & test builders, Reflection Assessment tools, Peer – to – peer collaboration tools, Course tracking tools
The approaches for learners’ assessment and the tools to do that have been changing and multiplying yet few differences can be found in classroom assessment practices, both in schools and university contexts.

"It's a system of assessment, not a single instrument " (Ann Cook)

But for the future assessment practices a systemic approach is necessary. Systemic assessment refer to 4 aspect on assessment:
. what is assessed = in a systemic assessment approach there is not only knowledge that is assessed, it is also skills, learning processes, developed products, teaching methods, courses structures, collective progresses and individual pathways.
. who is assessed = in a systemic assessment approach there is not only students performances that are assessed. Teachers, resources, teaching strategies, courses and institutions are also assessed;
. how assessment takes place = in a systemic assessment approach a diversity of assessment tools are used, not only end-of-semester test or final exams. And in this particular aspect online systems and software can assume a relevant role. As more wide and full of different assessment tools is the assessment toolbox of a teacher/instructor the bigger will be his probability of being able to access to learners different knowledge, competences and abilities;
Diversity in assessment tools, can also be complemented with diversity in assessment methods (self-assessment, peer-to-peer assessment, team assessment, …) and in assessment scheduled-moments (summative evaluation, formative evaluation, diagnostic evolution, …);
. and for what purpose does assessment takes place = in a systemic assessment approach, evaluation doesn’t only happen for grading, serialization, selection or accountability. It also intends to contribute for growing, development, individual and collective progress and to accomplishment certification. Assessment in itself is seen as part of the learning process and therefore it contribute positively to the learning experience as a all.