Distance Education: A Systems Approach View - Tests and Assisgnments

Context:
In this selection the authors provide guidance on using assignments effectively in distance education courses.

Source:
Moore, M. G., and G. Kearsley. 1996. Distance Education: A Systems View. Wadsworth Publishers, pp. 149-50.

Copyright:
Reprinted by permission of the publisher.

Tests and Assignments

One of the main features that distinguishes educational programs from informal learning activities is some form of student evaluation scheme involving tests or assignments. In most educational organizations, this provides a means for awarding course grades as well as giving students feedback on their progress. In a distance education setting, taking care to design ways of providing feedback and ensuring that instructors give regular feedback of good quality is of great importance because students are usually isolated and have limited opportunities for comparing their progress with others in the course.

Assignments

Most formal distance learning courses involve a series of assignments, nearly always an essay or other written exercise, to be completed on a regular basis (e.g., every week or two) during the course. This structure serves not only to provide the student with feedback on progress but also to pace the student through the course. In general, setting assignments with cutoff dates motivates the student to keep up with the work, and helps to prevent them from dropping out. However, assignments are only effective if the student receives meaningful feedback from the instructor or tutor. If students only receive a grade or acknowledgment that the assignment was received, the utility and motivational value of assignments is significantly diminished. Instructional designers have to be careful not to overload students with too many assignments, so that the workload of distance education courses does not become unreasonably greater than traditional classes (Malan and Feller, 1992).

Student Expectations

• fair and objective grading
  
  
• to have their work treated with respect
  
  
• an explanation and justification of the grade awarded
  
  
• a clear indication of how they can improve both in terms of specific responses to questions and in general
  
  
• encouragement and reassurance about their ability and progress
  
  
• constructive criticism and advice
  
  
• an opportunity to respond if desired
  
  
• a timely response (i.e., before the next assignment is due)
  

Satisfying these criteria takes considerable time and effort on the part of the instructor or tutor. However, it must be realized that this is where most of the interaction occurs in a distance education program (as opposed to what occurs in a teleconference course) and therefore this work is central to the whole process of teaching. In the traditional classroom model, little time is allotted for personal interaction with students and therefore teachers are not encouraged to do so; in a distance education approach, this interaction is essential and must be a major part of the teaching process.

Test Security

Testing in a distance education setting presents some special challenges with respect to security. If students were to take an exam or quiz at home or at a learning center with no supervision, it would not be possible to ensure the integrity of the test. Consequently, in most distance education programs, students must complete their final exams in a proctored setting at a learning center or school. Proctors are usually teachers or administrators who are selected by the student and approved by the distance learning institution. Another procedure is to use computer-based testing in which each student receives a different subset of questions randomly selected by the computer. In many adult learning courses, students complete a project report based on a research study instead of a final exam. While these alternative forms of testing and evaluation do not eliminate the possibility of a student cheating, they reduce it to a level of insignificance.