Assessment is gradually changing to meet the new standards set by the media age and the participatory dimension it adds to teaching and learning. While this new form of assessment may be more teacher- and student-friendly, I believe it can, and should, to a great extent affect my classroom. To be more specific, the participatory dimension can mean that students may decide on some criteria on which they will be assessed, that they are offered chances throughout the semester to prove their progress, not only on academic aspects but also on life-skills, and that students have the chance to use the feedback provided for any assignments, be it from peers or their teacher, to further improve themselves and their skills. When viewed as such, assessment affecting learning and teaching cannot but be a desirable goal, as it would motivate students to work hard, deeply understand on what they are being evaluated, strive to improve themselves, understand how to provide constructive feedback to their peers and how to use the feedback they receive to their benefit. This may be a bit more challenging in Greece, where students and parents are so exam-oriented that everything not graded and slightly extra-curricular goes unnoticed, but it is up to every teacher and institution to cultivate this spirit of feedback, desirable outcomes and objectives to be met, which should not necessarily strictly conform to the curriculum. The new media make it necessary for every teacher to adapt, not only by assessing overall performance and enhancing the skills mentioned above, but by incorporating online activities. These can allow the learner to do them on their own, gain immediate feedback without the teacher having access to it and practice as many times as needed. Another type would be to submit multiple drafts of the same assignment (process writing), so as to be evaluated on the progress made as well, not solely on the outcome. The new media make activities like these much more interactive and entertaining for the students, who often view it as a game, making imperative teachers incorporate them in their classrooms, to the extent that it is feasible. To conclude, us teachers have a great tool in our hands, which we should use wisely to teach important skills to our students and evaluate them fairly and holistically, preparing them for the challenges ahead.
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