This article focuses on validity and reliability, evaluation of current assessment practices, challenges that must be addressed (including web course management systems), and solutions to the problems. They include the validity and reliability of our measures, quality of assessments, and the myth that webbased course management systems provide an all inclusive learning package.
WBDLEs are being used with students from K-12 to post-graduate levels and the best thing people say about them is that they are no worse than traditional classrooms! No significant difference is the WBDLE buzzword. Web-based distance learning environments (WBDLE) are growing exponentially and appear to be driven by a technology focus and not a learning focus. We describe our solutions, present validity and reliability issues for each method, and report instructor and student experiences with these solutions. The goals of this article are to extend existing critiques of assessment validity to web-based distance learning environments, define the problems with current WBDLE assessment methods using a learner, task, inference framework, and present three unique solutions to the problems. Current assessment techniques in web-based distance learning apply age-old techniques to a new medium and are not adequate for web-based distance learning environments (WBDLE). Assessment of learning is critical to the learners, teachers, and designers of learning environments.
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