Recent Changes

Assessment is evidently very important in e-learning or online learning. It is quite different than assessment based in traditional classrooms for a number of reasons, such as the type of assessment, designing the assessment and challenges related to assessment in e-learning.
With changes happening for learning in general (e.g. learner-centered learning) assessment in both traditional and virtual classrooms becomes affected and educators in e-learning need to be aware of these changes and apply them in order for both teachers and students to get the most out of the assessment.
e-learning more enjoyable,enjoyable and achievable for the students, as well as and easier monitor and assess. Educators need to:assess for themselves. I have come up with some suggestions on how educators can achieve this:
increase their knowledge on assessment in e-learning (do more research, professional development (Kirkwood, 2009), speak and share with colleagues)
create a open, judgment-free, virtual classroom environment so that students are not afraid to ask questions and express their views

Assess that teaching and learning
have been successful
(2009) emphasizes here that e-learning
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The issue of validity and reliability is very real in the context of e-learning; there are far more opportunities for learners in an online environment to get unauthorized outside help than in a traditional classroom. This creates a great challenge for educators in keeping track and ensuring that the work presented is the work of the student.
Another challenge for assessment in e-learning is, as Mason (1994; as cited in Thorpe 1998) points out, the problem of low participation levels amongst learners. Students usually fall into three groups, split almost equally: a group whose members are often online and dominate the discussion, the middle group who are online every now and then and use the system in moderation, and those who do not participate directly but may be lurking somewhere in the background (Thorpe 1998). When being assessed online, student's may also change their opinion if they know they are being graded. One great thing about online discussions are that students can write their opinions, and reply to their peers; the more minds that are thinking, discussing and collaborating together the better. But do assessed discussions encourage or discourage the participation among learners? Perhaps some learners are more shy than others, or intimidated by the 'academic' postings their peers made and end up over-thinking their responses; while others are completely comfortable and do not pay too much attention to the fact that what they are writing is being assessed. This is looked at briefly in Why focus on Assessment?.
the other starts with determining what learners andfocuses on the learning goals. Thegoals of the student.
The two approaches
Table 1. Two contrasting sequences of course design for e-learning.
Teaching Approach A
from taking course and how that can
be demonstrated
Design teaxchingteaching with appropriate
media to enable learners to achieve
those outcomes

Assessment in e-learning, while having many advantages, is not without its challenges for both teachers and learners. There are challenges for the learner writing the assignment/doing the activity, and the teacher who is designing and creating assessments for virtual environments.
According to Sluijsmans and Martens (2004; as cited in Jochems, Merriënboer and Koper, 2004) "assessment is the weak link in e-learning systems" (p.39). They state that appropriate performance assessment in e-learning is very difficult to design.
to do socreate effective communication (Williams, Howell
social context cues (Sproull & Kessler, 1986; as cited in Williams, Howell & Hricko, 2006)
social presence and immediacy (Short, Williams, & Christie, 1976; as cited in Williams, Howell & Hricko, 2006)

Assessment in e-learning, while having many advantages, is not without its challenges for both teachers and learners. There are challenges for the learner writing the assignment/doing the activity, and the teacher who is designing and creating assessments for virtual environments.
According to Sluijsmans and Martens (2004; as cited in Jochems, Merriënboer and Koper, 2004) "assessment is the weak link in e-learning systems" (p.39). They state that appropriate performance assessment in e-learning is very difficult to design.
state that sometimes the technology involving anfor online asyhcronous environmentenvironments creates limitations
social context cues (Sproull & Kessler, 1986; as cited in Williams, Howell & Hricko, 2006)
social presence and immediacy (Short, Williams, & Christie, 1976; as cited in Williams, Howell & Hricko, 2006)

Assessment in e-learning, while having many advantages, is not without its challenges for both teachers and learners. There are challenges for the learner writing the assignment/doing the activity, and the teacher who is designing and creating assessments for virtual environments.
According to Sluijsmans and Martens (2004; as cited in Jochems, Merriënboer and Koper, 2004) "assessment is the weak link in e-learning systems" (p.39). They state that appropriate performance assessment in e-learning is very difficult to design.
the technology involvedinvolving an online
social context cues (Sproull & Kessler, 1986; as cited in Williams, Howell & Hricko, 2006)
social presence and immediacy (Short, Williams, & Christie, 1976; as cited in Williams, Howell & Hricko, 2006)