The ideal approach would be that both in the pre-university, and in the higher educational systems, educators made reasonable use of the school time resource as regards the weighted distribution of the training, learning and learning processes, and performed the assessment so that it supported teaching and enhanced the teaching activity. Moreover, studies show that the positive implications of teaching on learning also depend on the cooperation between the Educator and the Pupils/Students in the assessment process. Thus, involving the Students in self-assessment and cross-assessment proved to be useful considering that the self-assessment exercises allow Students to become aware of their training levels and, implicitly, of their aspirations. During the past decades, the assessment theory and practices in the field of education have known new trends and focuses merely as a result of the recent developments both in fields such as: psychology of learning, school curriculum theory, and of specific experience aimed at optimising the educational process so as to provide precise information related to the quality of the didactic approach. Although certain progress was seen in terms of using some objective methods and techniques, which would allow higher accuracy and ensure the evaluation is performed based on well-defined rules, the assessment system in our country still shows however many imperfections still exist. Starting from these considerations, the authors of the article wish to propose a new model (system) for assessing the school/university performance - the MIAS (Modern Interactive Assessment System - in Romanian: SEIM -Sistem de Evaluare Interactiv Modern).

Keywords: assessment; cross-assessment; assessment objectivity; assessment system; pre-university education; higher education;