Higher education in traditional universities relies on face-to-face lecturing, experimenting, teaching and, eventually, defending the results during written or oral exams, and sometimes also moderated presentations. The COVID-19 pandemic moved several activities online overnight, among them teaching, studying, and knowledge assessment. This led to anxiety and doubts among teachers and students, while revealing a lack of confidence, experience, and general guidelines. Changing our teaching in these directions were something what we wanted to refuse. While the academic community favoured primarily proctoring-based approaches (audio and video surveillance, desktop sharing etc.) during examinations, we believed that knowledge assessments could also be organized well by appropriately designed, validated, implemented, and communicated assessment sessions. Quite a few knowledge assessments were implemented online during that period. They provided an extensive collection of recurring practices. Within the research we collected and categorized them into an assessment pattern catalogue for distant education. We also validated and rated the catalogue using empirical research with a help of practitioners. During the proposed tutorial, we will present the Assessment pattern catalogue in detail. A methodology on how to use it, will also be presented and demonstrated. The participants will have opportunity to influence on the catalogue content and will practically try its usage. The hands-on session will be used to show the benefits and possible drawbacks of the current patterns in catalogue. Since our lives are getting back to normal and the learning process is moving back to the classroom, the tutorial will demonstrate that most patterns within the catalogue, although originated from distant education, could also be applied in a classroom knowledge assessment.
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