Assessment in Distance Education

 Assessment in Distance Education


by: Kim Blackenburg



    "Assessment is defined as the process of measuring, documenting, and interpreting behaviors that demonstrate learning" (Simonson & Zvacek, 2024, p. 242). Assessment in distance education can be tricky due to lack of face to face interaction. Students must have an extremely clear vision of the instructor's expectations. "One of the characteristics of a good assessment tool is that it matches the objectives; learners know what to expect because they have already been made aware of what is important and how they will be expected to demonstrate their mastery of this knowledge or skill" (Simonson & Zvacek, 2024, p. 248). Specific and intentional design of  a course site is critical to student success. Students must be able to clearly understand expectations and find assignment expectations easily and quickly. "Formative and summative assessments, grades, and feedback should all be easy to find on the course site, which may be best achieved through a course site designed with both functional and chronological elements" (Mate & Weidenhofer, 2021, p. 11). Assessments must be valid, reliable, and practical. The objective of knowledge gained in any type of education is practical application. "A useful assessment reflects the learner's progress and understanding, as well as the transferability of skills and knowledge" (Simonson & Zvacek, 2024, p. 249).  





    "A strong motivation for students’ own learning is the enjoyment they receive from having opportunities to demonstrate their learning success.13 All students, regardless of their individual background and circumstances, should be provided with the opportunity to demonstrate their learning" (Mate & Weidenhofer, 2021, p. 12). How can students participating in distance education effectively demonstrate their learning and ability to transfer their new knowledge? Simonson & Zvacek (2024) highlighted the following assessment strategies for use in distance learning:
  • Online Quizzes and Tests
  • Asynchronous Communication (discussion forums, blogs, wiki pages, online journals)
  • Synchronous communication (Zoom, Google Meet, etc.)
  • Portfolios (digital portfolios, websites, Wakelet, Pinterest boards)
  • Graphic Organizers (Canva, Adobe Express, Coggle, etc.)
  • Professional Learning Networks, Social Media
  • Remote lab work for science and engineering courses
     Using technology to demonstrate learning is an effective way to show mastery in distance education. However, in order to attempt to recreate the valuable discussions that take place in face to face instruction, asynchronous and synchronous communication is invaluable. These discussions continue to facilitate learning and the application of new ideas and concepts. In addition, the time allotted to distance learners to engage in such conversation often leads to better discussions. "When learners are given time to think about their responses, the contributions are apt to be more meaningful, on-topic and well organized than those offered in a traditional classroom environment" (Simonson & Zvacek, 2021, p. 250). 

     Grading online assessments must be a similarly transparent process. Students need to know clear expectations before they begin assignments. They must also be given specific feedback in order to improve their outcomes in the future. "Most course management systems include a rubric tool that enables an instructor or course developer to create a customized scoring matrix that can be attached to a specific assignment or project" (Simonson & Zvacek, 2024, p. 257). The attached video below gives some great specific ideas for using formative assessments remotely in distance education. 



References

Mate K., &  Weidenhofer, J. (2021). Considerations and strategies for effective online 

     assessment with a focus on the biomedical sciences. FASEB BioAdvances,

     4(1):9-21. doi: 10.1096/fba.2021-00075

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundatins

     of distance education (8th Ed.). Information Age Publishing, Inc.







Comments

  1. Meredith BarkerJune 17, 2025 at 11:54 AM

    Kim,

    Thank you for sharing your thoughts and research on assessment in distance education. Researchers Huang and Wang (2022) state, "Online teaching is absolutely more than ‘just getting it online’, and ideally, instructors are supposed to adjust online courses based on characteristics of online learners and online learning environments" (para. 1). Part of adjusting online courses based on the learning environment requires an adjustment to the assessments required. Assessments are a crucial part of the course: "possibly the most important purpose for assessing learning gains to provide feedback to learners and instructors" (Simonson & Zvacek, 2024, p. 242). This gained insight is what allows students and instructors to make informed decisions about what to do next in their learning and teaching.

    References:

    Huang, Y., & Wang, S. (2022). How to motivate student engagement in emergency online learning? Evidence from the COVID-19 situation. Higher Education, 85(5), 1101–1123. https://doi.org/10.1007/s10734-022-00880-2

    Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th Ed.). Information Age Publishing, Inc.

    ReplyDelete

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