In a context where distance and digital education have gained unprecedented prominence, the assessment of learning remains a critical and often controversial issue. In his article, Lorenzo García Aretio conducts a rigorous academic analysis of the strengths and challenges of assessment in these environments, dismantling myths and providing evidence on its feasibility and effectiveness.
Through an exploration of various assessment strategies, the author argues that distance assessment can be just as rigorous as face-to-face evaluation when properly designed, ensuring its integration into the teaching process and guaranteeing continuous, formative feedback.
One of the most compelling aspects of the study is its focus on the reliability of assessment in virtual environments, a topic that has sparked distrust among educators and educational administrators. García Aretio demonstrates how the combination of strategies such as self- and peer-assessment, synchronous and asynchronous testing, and the use of technological tools can help minimize academic dishonesty and enhance the quality of the assessment process.
Furthermore, the article offers a thought-provoking discussion on the need to shift away from traditional assessment models based on rote memorization and towards more authentic approaches that foster comprehension and knowledge application.
Beyond critically examining the persistent doubts surrounding digital assessment, the article provides concrete solutions for overcoming current challenges. At a time when educational institutions are striving to consolidate hybrid and online models, García Aretio’s work serves as a key reference for understanding how to assess fairly, effectively, and reliably in the digital era.
Can we trust assessment in virtual environments? According to this study, the answer depends more on the quality of pedagogical design than on the format in which it is conducted.
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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
