In the digital era, distance education has assumed an unprecedented prominence, driven not only by technological advances but also by global circumstances that have constrained in-person education.
This context leads us to question the reliability of assessment systems within distance and digital education, a topic thoroughly explored by Lorenzo García Aretio in his article "Can We Trust Evaluation in Distance and Digital Education Systems?"
Highlighting the critical importance of assessment in any teaching-learning process, Aretio advocates for an integrative approach that encompasses not only summative and final evaluation but also continuous formative assessment that guides learning and facilitates decision-making.
This approach is valid for both in-person and digital education, underscoring the need for quality feedback that serves as ongoing support for student improvement.
Aretio's study elucidates the mechanisms and strategies that make assessment in distance education an effective and reliable tool. It emphasizes self-assessment and peer assessment as complementary methods that not only foster deeper and more autonomous learning but also encourage continuous improvement.
Remote assessments, both synchronous and asynchronous, are presented as versatile alternatives that, with the support of digital technologies, offer numerous advantages such as personalized evaluative processes and the possibility of conducting prior diagnostic assessments. Aretio also addresses the challenges and precautions related to digital assessment, especially concerning examinee identity verification and fraud risks, suggesting strategies to mitigate these risks without compromising the integrity of the evaluation process.
In conclusion, Aretio's work reaffirms the feasibility and reliability of assessment systems in distance education, provided they are designed and implemented with an integrative and formative approach. Continuous assessment, enriched with constructive feedback, emerges as a fundamental pillar for the success of digital learning, proposing a model that not only evaluates but also teaches and guides. Distance education, far from being a mere substitute for in-person modalities, offers unique opportunities to innovate in assessment and ensure quality, adaptive, and equitable educational processes.
READ THE FULL ARTICLE HERE (Click the Google Translate button at the top of the article for a version in your preferred language)
---
How to cite: García Aretio, L. (2021). Can we trust evaluation in distance and digital education systems?. RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 09–29. https://doi.org/10.5944/ried.24.2.30223
