This document discusses assessment for distance education. It covers several types of assessment including authentic assessment, performance-based assessment, and strategies like ongoing non-graded assessment, balancing flexibility and structure, and using scoring rubrics. Authentic assessment involves real-world tasks while performance-based assessment focuses on skills and higher-order thinking. Effective strategies incorporate flexibility, rubrics, and avoid representing assessment as a threat. Accessibility accommodations ensure fairness for all students.

1. Assignment 4
Chapter 10
Carly Yasses
APT 502
Assessment for Distance Education

2. Assessment
 An assessment must be a transparent and integrated
component of the instructional process.
 Everyone that is involved in the assessment must be fully
aware of the expectations that are set and how the
learners will have to achieve them.
 Assessment is a way to measure learning gains.

3. Authentic Assessment
 the tasks that are able to simulate challenges we face in the “real
world”.
 Students should be presented with expectations professors have for
certain assignments and how they should manage to engage in the
activities assigned.
 “Wiggins (1990) described an effective authentic task as one that
includes “ill-structured challenges and roles that help students
rehearse for the complex ambiguities of . . . adult and professional
life.”

4. Performance-Based Assessment.
 simply asking a student to perform a
certain task and expecting it of them
 “it may include determining what the
learner knows about the skill itself, or
focus on higher-order thinking and critical
reasoning.”

5. Types of Practical Strategies
ongoing and non-graded
assessment measures
 balancing flexibility and structure
using scoring rubrics.

6. Ongoing and Non-graded
 related closely to the instructional process so
determining student progress isn’t represented to
students as a threat or evil.
 However, it is present in another pattern when it
comes to day-to-day classroom training.

7. Balancing Flexibility and Structure
 the eliminating of assessment deadlines.
 This can easily take pressure off of assignment
due dates and timelines.

8. Using Scoring Rubrics,
 We use this framework as a guideline when it comes to
grading complex assignments.
 The grades are simple such as
1. outstanding,
2. good
3. fair
4. poor.

9. Academic Misconduct
 Misrepresentation
 plagiarism
 disruption of classes
 cheating

10. Accessibility
 Accommodations for disabled students to ensure that
assessments are fair and accessible, whether through the
use of screen readers, descriptive tagging of online
material, interchangeable media, or other alternatives,
should be a given in any learning environment.