In this article, we present a study on the contributions and challenges of evaluating distance learning in the post-pandemic context. It aims to shed light on the characteristics of assessment practices integrating new technologies (ICT) in higher education. After having proceeded to a terminological clarification around the notions of evaluation, we will present the contributions, the advantages and the obstacles of this new mode of evaluation. Finally, we will present the issues and concerns of distance evaluation in the Algerian university context.
Key words: Distance evaluation, ICT, bimodal education, higher education, evaluative practices
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