Training Educators to Design and Develop ODL Materials/Types of Assessment in ODL

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Tutorial.png Workshop Modules Home.png Principles of ODL | ID Models | Needs Analysis | Developing Learners’ Profile | Methods of Delivery | Content Development Methodology for ODL | Types of Assessment in ODL | Developing a Student Guide | Relevant Technologies | Course Evaluation | Other Key Issues
Module.png Assessment in ODL 

Module Home | Related Content 1.1 | Related Content 1.2 | Related Content 1.3 | Related Content 1.4



In this module, we are bringing the following issues to the attention of instructional designers:
  1. How to meet learners' needs as they prepare different modes of assessment?
  2. How to ensure a high degree of validity of assessment results?
  3. What should be the balance between continuous and final assessment?

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Module Objectives

  • Learners will demonstrate knowledge/understanding of:
    • The role of assessment in student learning
    • Learners' needs for different modes of assessment in ODL
    • Methods of planning and writing assessment instruments for ODL
    • Methods of planning and writing tutor-marked assignments
  • Learners will develop skills in:
    • creating a balance between modes of assessment
    • matching assessment to appropriate levels of thinking
    • planning and writing assessment for ODL
    • creating assessment instruments
    • creating assessment instruments for tutor-marked assignments

Principles of Assessment


  • Issues for designers of ODL Materials
  • Role of assessment
    • Formative assessment
    • Summative assessment
    • Continuous assessment vs. Final assessment
  • Validity and reliability issues
  • Selecting Assessment Using Bloom's Taxonomy

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In this unit we will:
  • Define the term 'assessment'; 'e-assessment'
  • Explain the role of assessment
  • Describe the main modes of assessment
  • Outline procedures to ensure high degree of validity and reliability of assessment results

Related Content 1.1



  1. Planning and Writing Self Assessment
  2. Planning and Writing Tutor-Marked Assignments

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In this unit we will:
  • Discuss issues relating to planning and writing assessments
  • Identify self assessment tests techniques
  • Design diagnostic type self assessment questions
  • Give examples of what to test in self assessment formats
  • Explain the purposes of tutor-marked assignments
  • Select and write appropriate tasks for preparing tutor-marked assignments
  • Identify criteria for preparing a marking guides/schemes
  • Develop models for given tutor-marked assignments

Related Content 1.3

References and web resources

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Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Josey-Bass Publishers.

Commonwealth of Learning. (2005).Creating Learning Materials for Open and Distance Learning. A Handbook for Authors and Instructional Designers.

Crump, C. (2005). Designing meaningful and fair tests and assignments: A handbook for teachers. Antigua & Barbuda: Printing and Publishing Co.

Gronlund, N. (1998). Assessment of student achievement. (6th Ed.). Boston: Allyn & Bacon.

Willis, B. (1993). Distance education: A practical guide. Englewood Cliffs, NJ: Educational Technology Publications.