**3. Conclusions**

This intellectual journey into the pedagogical, managerial, and political experiences accumulated during the COVID-19 pandemic necessitating the adoption of emergency remote assessment (as part of the emergency remote education) stresses the necessity of researchers, policymakers, and educational practitioners to join forces and find solutions to the unexpected challenges brought by crisis situations. Beyond the immediate *ad hoc* measures aimed at ensuring learning continuity (often referred to as *sudden online* education), higher education institutions need to process the whole string of experiences [36] and extract long-term strategic implications for their return to in-campus learning and their resilience plans.

Throughout its history, the university assessed itself as a learning, adaptive and evolving organization. It follows naturally that the university will use the pandemic lessons in post-event analyses, increasing the knowledge of the organization, in building anticipation of and preparation for future (disruptive) events. The coping phase, manifested at the outbreak of the pandemic in the form of adopting emergency educational solutions was replaced by the adaptation phase, during which acquisitions from other experiences were called upon (mainly from e-learning and technology-assisted education) and, finally, by the transformational phase, during which universities once again prove themselves to be drivers of innovation. Educational systems aim at building sustainable, resilient universities as part of the development of academic life, "continuously influenced by sociocultural, technological, and environmental changes" [37]. In the process, assessment practices need to evolve towards sustainable models, ensuring that appropriate pedagogical resources are activated, that students understand, accept and extract meaning from the assessment activities, that society acknowledges and recognizes the result and those technological affordances are put to use in the process. With each case study, a note from the field, review, or reflection the community of assessment practices enlarges and gains momentum.

Assessment activities, although occurring after a cycle of teaching-learning string, are planned at the initial phase, and incorporated in the curriculum. The specifics of the emergency situations cancel some of the features, if not the entire projection of assessment and new models need to be put in place. The future, resilient university should make room in the curriculum design for sustainable assessment forms, that are less influenced by external factors and allow for a smooth shift from in-campus activities to remote education. Such a sustainable model needs to be not only student-centered, but also co-created with students, to ensure that they understand, accept, and comply with the new provisions in their academic journey. Assessment should gain more visibility in institutional debates and policies, and despite all adverse events it cannot be canceled without risking that the progress of students through the curriculum eludes appraisal instruments. Innovative models of assessment should be encouraged, such as self-assessment, peer assessment, take-home exams, open-book exams, enhancing the responsibility of the learners towards learning, their understanding of the process and their preparation for transitioning from school to work.

*Perspective Chapter: Perspectives on the Emergency Remote Assessment during the COVID-19... DOI: http://dx.doi.org/10.5772/intechopen.101677*
