Open distance and e-learning (ODeL) assessment indicators for quality learning

This paper is aimed at identifying indicators of open distance and e-learning (ODeL) assessment for quality learning in higher education. The demand for university education in higher learning institutions has continued to grow and hence there has been a phenomenal expansion in enrolments that are not matching with the expansion of facilities. As institutions of higher learning step up to offer their academic programmes by ODeL mode of instructional delivery, there are concerns from stakeholders about the quality of the certificates and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of ODeL academic programmes. The concept of quality, in general, is debated to a high extent, even though it is a common word, it is not a well-understood concept and is defined differently by different individuals in different contexts at different points in time. The implications of poorly assessed students in most cases result in half-baked graduates who may fail to grasp the concepts, skills and knowledge in their area of specialization. On the same score, it is envisaged that the process of assessment requires students’ full engagement with clearly explained criteria that includes peer-reviewing of each other’s work and the necessary support that is provided to the students on the programme. The process of assessment is an iterative process and benefits both the lecturers and students. Although assessment demands a synergetic approach by all the players in the delivery of a programme, there are other critical indicators of assessment that promote quality teaching, and these must be taken into serious considerations. Therefore, the paper contends that there are various indicators of ODeL assessment for quality learning. Additionally, the paper presents Evans’ assessment tool (EAT framework) that could be used to improve quality e-assessment feedback of ODeL and move away from the more traditional methods of providing feedback to the learners under this mode.