Class, BarbaraBarbaraClassPanes, MathildeMathildePanesCabonel, HenriettaHenriettaCabonelJullien Jean-michel2026-10-202026-10-202026-05-25https://hdl.handle.net/20.500.12162/16003This study examines how assessment can look like when it takes place in open and social higher education contexts. It adopts a critical and post digital theoretical perspective and draws on one hand on a narrative literature review and, on the other hand, on outputs from a face-to-face seminar with 25 experts based on collective intelligence and speculative approaches. Models use situated and distributed learning theory as a backdrop to describe the four core assessment processes identified by Allal (2010, p. 349). “Goal setting, monitoring progress towards the goal, interpretation of feedback derived from monitoring, and adjustment of goal-directed actions and/or of the definition of the goal itself”. Three models - Identifying an existing Open Educational Resource (OER), Institutional Pedagogy through skill belts and Hackathon - are introduced using this framework to guide practitioners. In conclusion, authors discuss how a programme-based approach to assessment can reinforce validity, relevance, reliability and security. This requires separating subjectivist types of assessment, which focus on competence development, from objectivist types of assessment, which focus on the social value of certification, and then triangulating them.enType de référence::Communications::Conférence scientifique