An incorporating computer into the evaluation of learning outcomes imposes the adaptation of certain paradigms such as e-assessment to the standard framework of competencies formation (as adopted by Romania's CNCIS, following the EQF). In this context, the present article introduces several hypotheses as the foundation for an extensive future project, by which we attempt to identify whether assessment based on various LMS influences learning and teaching activities. To that end, several examples are presented, illustrating the formulation of assessment items for evaluating various learning outcomes, based on generic descriptors of professional and transversal competencies. The corresponding items formulation respects the behavioural classification of the cognitive domain, in compliance with Bloom's taxonomy. In addition, some primary research directions are discussed, especially with respect to the principle uses of LMS and the evolutionary transformation of the latter towards true AEHS-type educational structures, which systematically adapt to the needs of learning participants.
