This document summarizes the historical development of assessment issues in distance education from the 1850s to present. Key points discussed include a shift from delivery to content from 1850s-1960s and challenges around measuring knowledge. From 1960s-1985, validity and construct versus content approaches emerged as issues. The computer impact from 1985-1995 brought up equality and replication challenges. From 1995 to present, technologies have allowed for more conferencing and bandwidth while the gap between distance and face-to-face learning closes. Formative assessment is also evaluated, noting its usefulness for guiding online instruction based on student understanding through frequent tools like email and small groups.

1. Melissa A. Miller
Unit 2 Assignment

2. Overview of this Presentation
 Visual presentation highlighting what I have
learned from your reading assignments in Units 1
and 2.
 Several Unit Objectives and other important
topics will be analyzed to summarize key
concepts learned in Units 1 and 2.

3. Outcome: Describe the historical development of
assessment issues as distance education has evolved
 1850s-1960s: Focus was on delivery over content
Assessment issue of the time was whether distance and
face-to-face learning could be or were equal.
A second assessment issue of the time was how to
measure knowledge.
 1960s-1985: Multiple Technologies Introduced (but the
computer is only on the horizon)
Assessment issues involve validity, and construct versus
content-related approaches
Oosterhof, A., Conrad, R-M., Ely, D. P. (2008). Assessing
learners online. Upper Saddle River, New Jersey: Pearson.

4. Outcome: Describe the historical development of
assessment issues as distance education has evolved
 1985-1995: The Computer Impact!
Assessment issues involve equality (difficulty levels,
privacy) and replication
 1995 – Present: Computer and Beyond
Sophisticated learners, tech-savvy, and new
technologies allow for more conferencing and
increased bandwidth
Assessment issues involve the closing gap between
distance and face-to-face learning; also how to assess
the higher-order thinking skillsOosterhof, A., Conrad, R-M., Ely, D. P. (2008). Assessing
learners online. Upper Saddle River, New Jersey: Pearson.

5. Outcome: Evaluate the use of
formative assessment in the online
environment
 Formative assessments occur during learning
 Is useful for online instructors because they help guide
instruction based on what students are understanding,
or not understanding
 Therefore, formative assessments are like guide posts
for the instructor, helping show where more or different
instruction is needed, and what instruction has been
successful in meeting objectives
 Occur frequently, and can be facilitated through e-mail,
small-groups, etc., in the online classroom
Oosterhof, A., Conrad, R-M., Ely, D. P. (2008). Assessing
learners online. Upper Saddle River, New Jersey: Pearson.

6. Outcome: Evaluate the use of
formative assessment in the online
environment
 Examples of formative assessments for the online
classroom include, but are not limited to:
Formative Assessment for
Online
Brief Description
Minute paper Quick write to one or two
prompts
Muddiest point What is unclear?
Opinion polls Electronic poll to seek
opinion or vote
Electronic feedback Reply all to send quick note
or question
Online Teaching and Learning Resource Guide.
http://www.vcu.edu/cte/resources/OTLRG/06_05_CATs.html

7. Elements of “good” course design
1. Competencies: the knowledge or skill acquisition
students must demonstrate
 Is the first step in a cycle of ‘good course design”
2. Outcomes: what students will be able to know, do,
complete
 Help students learn more effectively and make clear
what they can expect from the course
3. Objectives: what the student will learn, specifically, by
the end of the unit or term
 activities and assessments align with the objectivesPalloff, R. M., & Pratt, K. Assessing the online
learner: Resources and strategies for faculty.
San Francisco, California: Jossey-Bass.

8. References
Online Teaching and Learning Resource Guide.
http://www.vcu.edu/cte/resources/OTLRG/06_
05_CATs.html
Oosterhof, A., Conrad, R-M., Ely, D. P. (2008).
Assessing learners online. Upper Saddle
River, New Jersey: Pearson.
Palloff, R. M., & Pratt, K. Assessing the online learner:
Resources and strategies for faculty. San Francisco,
California: Jossey-Bass.