Από εξεταστική κουλτούρα στις δεξιότητες του 21ου αιώνα: εναλλακτική αξιολόγηση στην εξ αποστάσεως εκπαίδευση

Abstract

Traditional testing‑centric assessment struggles to capture the complex competencies demanded by the 21st century—critical thinking, creativity, collaboration, communication, and digital literacy. This paper offers a theoretical, literature‑based review of alternative assessment approaches suitable for open and distance learning contexts. It examines e‑portfolio assessment, peer assessment, self‑assessment, authentic and project‑based assessment, as well as formative assessment supported by digital tools and learning analytics. Pedagogical benefits (active engagement, reflection, feedback, metacognition) are discussed alongside implementation challenges (reliability, validity, transparent criteria, ethics and data protection, teacher support). The paper also highlights international directions (e.g., OECD Education 2030, DigCompEdu) that foster a shift from knowledge measurement to competence development. Connections between alternative methods and 21st‑century skills are illustrated through indicative mappings. In conclusion, a systemic approach is required: clear rubrics, mixed assessment schemes, progressive teacher professional development, and prudent use of AI/analytics guided by pedagogical intent and ethics.