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As these online instructional systems evolve in the digital age, through various integrated (hybrid) and
nonintegrated (exclusive) technology-mediated formats, there is a growing interest among educators,
researchers, and business persons in the development of related educational assessment processes
involving the use of technology (Bauer & Anderson, 2000; Boettcher & Conrad, 1999; Hartley & Collins-
Brown, 1999; Morley, 2000). The issue of assessment is central to the wider debate of the acceptance of
distance education programs by accrediting bodies and higher education institutions niet online
payment.
The ability to measure outcomes is therefore a major factor in facilitating the credibility
of online courses, even as institutions rush to digitize, virtualized, and globalize their campuses. The
practical and ethical challenges relating to the validity of results and legitimacy of educations programs
are forcing academicians to create unique testing alternatives. One could conclude that online learning
and online assessment are impacting the pedagogical evolution in higher education.
In discussing research on technology and higher learning, found that changing a course involves shifts to
unfamiliar materials, creation of new types of assignments, and inventing new ways to assess student
learning. These course changes also foster shifts in roles and relationships, and communication styles. As
the mechanism of learning paradigms is changed, so should the assessment delivery method, because
the established techniques do not work as well for the different formats. There is also an increasing
drive among schools and corporations towards measuring performance, improving results, and
controlling costs. Measurement has become increasingly important in K-12 and higher education, as
schools have to comply with No Child Left Behind requirements, while administrators, parents and real
estate brokers are keen for the latest test results.
The availability of assessment software to address these tasks is leading to assessment services
becoming one of the fastest growing software niches, both in the corporate and in the educational
markets The educational research literature is replete with accounts of the virtues of technology-
mediated learning such as Internet-based and computer-assisted applications in expanding access,
convenience, and cost effectiveness to diverse populations, anytime and anyplace. Concepts including
the notion of the classroom, time on task, role and responsibility of the teacher and learners are also
being redefined, to reflect distinctions between virtual and real-time, asynchronous and synchronous
interactions.
The question that arises is no longer whether but how these concepts are specifically applicable in
monitoring, informing and assessing academic performance and progress in the online learning
environment. The topic of online assessment and measurement is therefore timely and important in
terms of discussing continuous improvement in quality of learning, as various institutions grapple with
how best to implement the assessment processes for online fee payment niet learning (Drummond,
2003; Mason, 1998; Sun, 2002). There is even deeper significance in the decisions regarding the
development of comprehensive online assessment processes that articulate student learning objectives
and program outcomes; facilitate student reflection, preparation, and achievement; and guide
improvement and accountability in teachinglearning processes and overall program delivery .