Relationships between evaluation and self-direction, and reflec- tions on university learning

The relationships between evaluation and self-direction process deserve renewed attention, also in view of the increasing use of technologies in any formal, nonformal and informal educational-training context. This study analyzes this relationship with specific reference to university learning, which calls into play a plurality of social actors. A process that the pandemic has spontaneously solicited due to the emergency situation, and that today deserves to be analyzed and enhanced in the aspects capable of determining advantages in the process of teaching and learning on the dual level of students' autonomy, their active participation and co-responsibility in achieving the expected results.