Assessment in Distance Education establish quality of instruction and strengthen research. This also details the framework of interaction between learner, teacher and the institution as necessitate by assessment.

1. Source: http://no-benta.blogspot.com/2012/02/nanonood-kami-ng-at-flying-house.html (used with permission)

2. Five (5) characteristics of distance
education (Keegan, 1980)
✓ Quasi-permanent separation of teacher
and learner throughout the course.
✓ Influence of an educational institution for
planning and provision of learner support.
✓ Use of media to deliver the course.
✓ Initiating a two-way interaction or
communication process as supported by
technology.
✓ Course design for individual or group
learning.
A member’s ID
Learning materials from
CBN through Super Kids
Club for its Achiever Series
Picture source: http://no-
benta.blogspot.com/2012/02/nanonood-kami-ng-at-flying-
house.html (used with permission)

3. + +
Use of television in
the delivery of
episodes for Super
Book’s Achiever
Series
Envelop with printed
questionnaire regarding the
episodes. It is usually
supported with tools such as
code wheel to decipher
terminologies.
Ann Santos-Medina
The Achiever or the learner
Accomplished questionnaires
CHRISTIAN BROADCASTING NETWORK (CBN)CBN is responsible for Bible lessons/episodes which are aired by GMA 7 Network in 1990 while its Philippines counterpart through the Super Kids Club is in-charge of the assessment and conferment of award
ASSESSMENT
PROCESS
INSTRUCTION ASSESSMENT METHOD
SELF-DIRECTED LEARNER
PORTFOLIO
Structure of a Third Generation DE Model
Bandalaria (2007) and Taylor (2001)
TV
PRINT
TECHNOLOGY
MODE & LATENCY
OF INTERACTION

4. SELF-DIRECTED
LEARNER
INSTRUCTION
ASSESSMENT PRINCIPLES
PROGRAM ASSESSMENT POLICIES
COURSE ASSESSMENT PLAN
Promote the Gospel (Matthew 28:16-20) through Broadcast and Print
Supports the development of Christ-like learner
Helps learner actualize imbued Biblical values
Promotes motivated disciples of Christ
Upon the successful completion of course requirements
confer the Certificate of Achiever Award to successful
learners issued through the Super Kids Club
Depends on
lesson/episode
ASSESSMENT
ACTIVITIES
OBJECTIVES
ASSESSMENT
ACTIVITIES
Delivery of 52 Super Book episodes via TV broadcast done in
two series with appropriate assessment per episode
Watch cartoon episodes,
read bible verses/comic
book & pray
Mail
Correspondence
Method
Mail
Correspondence
Method
Depends on
lesson/episode
SERIES 1
First 26 lessons/episodes
SERIES 2
Second 26 lessons/episodes
OBJECTIVES
Pallof & Pratt 1-1,
Nicole 11-2 and 11-
5, NUS 10-1- and
UoM 16-2
James, McInnis and
Devlin (2002)
The Broadcast Station is in Tandang Sora,
Quezon City while the Super Kids Club’s
organizer as assessor/marker is located in
Ortigas Center, Pasig City
Ann Santos lives in San Mateo, Rizal
The assessment design is governed by principles in
accordance to CBN’s mandate executed against time and
geographic difference between the teacher and the learner
through mail correspondence method using printed materials
with supporting tools (e.g. code wheel to decipher
terminologies)
Third Generation DE Assessment Model
Watch cartoon episodes,
read bible verses/comic
book & pray

5. Lifelong learning is “the continuation of conscious
learning throughout the lifespan” (OECD, 1996,
and Field, 2006) and “… deliberate learning can
and should occur throughout each person’s
lifetime.” (Knapper and Cropley, 2000)

6. LIFELONG LEARNER
FACULTY-IN-CHARGE (FIC)
UPOU’s Head Quarter is in UP Los
Bańos, Laguna with different Learning
Centers
Ann Medina lives in Rodriguez, Rizal
Second Chance Learner, a mother
and a teacher
Prof. Cantada, EDDE 204 FIC
INSTITUTION
Application of
Systems Approach to
Distance Education
APPROPRIATE MEDIA & TECHNOLOGIES
FOR INSTRUCTION & ASSESSMENT
ORGANIZATION &
MANAGEMENT SUBSYSTEM
TEACHING & LEARNING
SUBSYSTEM

7. ORGANIZATION & MANAGEMENT
SUBSYSTEM
✓ Organization and facilitation of assessment
✓ Critical decision making (e.g. invalidation of exam
due to special circumstances)
✓ Recruitment and assignment of personnel for
assessment tasks
✓ Selection of assessment strategy/platform at
institutional level
✓ Management of appeal procedures
✓ Design of assessment system
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada
DISTANCE EDUCATION
INSTITUTION
(RA 10650, CHED Memo No. 27 s. 2005)

8. COURSE DESIGN SUBSYTEM
✓ Design of the assessment plan that
supports the course objectives and the
institutional goals
✓ Design of the assessment instrument
✓ Development of the assessment
instrument
✓ Development of the invigilator & marker
guides
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada
MEDIA & TECHNOLOGIES
(For Instruction and Assessment Delivery)

9. TEACHING & LEARNING
SUBSYSTEM
✓ Subject matter expertise for assessment
✓ Implementation of assessment plan such as
formative and self-assessment activities
✓ Evaluation and interpretation of results
✓ Faculty support (toolkit) on the development
and implementation of assessment instrument
FACULTY-IN-CHARGE
(Supported by Tutor/Marker)
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada

10. STUDENT SUPPORT
SUBSYSTEM
✓ Administration of assessment (end of course
or known as summative assessment)
✓ Invigilation or proctoring (if applicable)
✓ Transmission of results
✓ Securing integrity of examinations
✓ Provision of assistance for special cases
such as for person with disability.LIFELONG LEARNER
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada

11. LIFELONG LEARNER
INSTRUCTION &
ASSESSMENT
ASSESSMENT PRINCIPLES
PROGRAM ASSESSMENT POLICIES
COURSE ASSESSMENT PLAN
Forefront of the knowledge society as a leading institution of open
learning and distance education
Using appropriate technologies, graduates are able to
design, deliver and develop DE programs that are
theoretically sound, contextualized and research-based.
Upon successful completion of 18 units CORE course
(including EDDE 204) and12 units elective courses for MDE
each with its own course assessment procedures. Final
assessment for MDE: a comprehensive exam and thesis
Objectives 1-6 of
EDDE 204
ASSESSMENT
ACTIVITIES
OBJECTIVES
ASSESSMENT
ACTIVITIES
Execution of 6 course objectives with activities such as participation
in Discussion Forums, Submission of 2 Faculty Marked Assignments
and compliance to 2 presentations using Pecha Kucha format
Required readings
Videos
Discussion Forum
Submitted
through UPOU’s
MyPortal (LMS)
Sum up
EDDE 204
Formative
Threaded Forum
Continuous
Faculty Marked
Assignment 1 & 2
OBJECTIVES
Pallof and Pratts
(2003, 2009)
Gibbs and
Simpson (2004)
UK NUS (2015)
James, McInnis
and Devlin (2002)
UPOU’s Head Quarter is
in UP Los Bańos,
Laguna with Learning
Center in Diliman.
Ann Medina lives in Rodriguez, Rizal
Second Chance Learner, a mother
and a teacher
The assessment design is governed by EDDE 204 objectives in
accordance to Open and Distance e-Learning (ODeL) philosophy
and its academic excellence standard (James, McInnis and
Devlin, 2002). Delivered using appropriate technology: UPOU’s
MyPortal (LMS) against time and geographic difference between
the FIC and the lifelong learner.
Fourth Generation DE Assessment Model
Participated in DFs
Submitted FMAs
UNIVERSITY OF THE PHILIPPINES
OPEN UNIVERSITY (UPOU)
Summative
Oral Exam
Pecha Kucha 1
Pecha Kucha 2
Submitted
through UPOU’s
MyPortal (LMS)
Prof. Cantada, Faculty-In-Charge
(FIC) for EDDE 204
DEVELOPMENT
& FEEDBACK

12. Formative
Assessment
Continues
Assessment
Threaded
Forums 1 and 2
FMA 1
FMA 2
Participated in
Threaded
Forums 1 and 2
Submission of
FMA 1
FMA 2
MASTER OF DISTANCE EDUCATION (MDE) PROGRAM POLICIES
EDDE 204 COURSE ASSESSMENT PLAN
Assessment FOR Learning
Formative assessment that occurs
during instruction to be used in the
service of the next stage of learning
Emergent
Development
Feedback
Perspective
Practice
Assessment AS Learning
Continues assessment, it occurs
when student personally what they
are learning and use feedback to
make adjustments and adaptations
or changes what they understand
Sources: Rethinking Classroom Assessment with a Purpose
in Mind and video lesson from Dr. Lorna Earl
Types of
Assessment

13. Summative
Assessment
MASTER OF DISTANCE EDUCATION (MDE) PROGRAM POLICIES
EDDE 204 COURSE ASSESSMENT PLAN
Assessment OF Learning
Summative assessment designed
to certify learning and report
student’s progress to the
stakeholders
Proficient
Development
Feedback
Perspective
Practice
Sources: Rethinking Classroom Assessment with a Purpose
in Mind and video lesson from Dr. Lorna Earl
Type of
Assessment
Pecha Kucha 1
based on
Objectives 1-3
Submitted Pecha
Kucha 1 based
on Objectives 1-3
Pecha Kucha 2
based on the
Objectives 4-6
Submitted Pecha
Kucha 2 based
on the Objectives
4-6

14. INSTITUTION
SCIENCE 10 CURRICULUM &
THE CONTENT SPECIALIST
/INSTRUCTIONAL DESIGNER
MEDIA & TECHNOLOGIES and
SCHOOL ICT COORDINATOR
GRADE 10 LEARNERS
“Achieving 21st Century
Teaching and Learning
Success through
Democratizing Access,
Refining Quality and
Solidifying Governance”
Poor performance of Grade 10
students in Lights, Mirrors and
Lenses. The topic was identified as a
least mastered skill. Annual
performance of students is observe.
Designs technology plan according to
Bates (2005) ACTION Framework
with strategically use of DepEd
Computerization Program (DCP)
package.
Happy, satisfied and highly motivated
learners in Grade 10. Each have
complied to the assessment process
using available tools. Assessment
method varies from formative to
summative with immediate feedback
through peer review and by rubric.
The Use of Online Application, ePortfolio and Screencasting Tool for a Three-pronged eAssessment
Approach in Science 10 Blended Learning Classroom
Industrialization of teaching (Otto Peters, 2007)
Total systems perspective (Moore, 2009)
ORGANIZATION & MANAGEMENT COURSE DESIGN & DELIVERYTEACHING & LEARNING STUDENT SUPPORT

15. THREE-PRONGED
ASSESSMENT
METHOD
VALID
RELIABLE
PURPOSE
QUALITY
WRITTEN WORKS
PERFORMANCE TASK
ORAL ASSESSMENT
ASSESSING STUDENT
LEARNING
PROFICIENT
LEARNER
EMERGENT
LEARNER