In this course, I have learnt the dynamics of online instructive assessment, its usefulness as well as the issues, constraints and challenges it faces. Moreover, I have been trained to devise ways to curb the potential problems that may come up in the online assessment paradigm. Also, I have realized the significant difference between summative and formative assessment and the value of the later. Assessment is an integral part of the teaching and learning process however, online assessment is a sensitive issue as accrediting bodies as well as students and potential employers, which are an important stakeholder, all over the world and particularly in Pakistan are concerned about the online assessment methods. In a way, a sound online assessment method would help garner the trust and acceptability of online learning among these stakeholders. There is growing trend towards online assessment in Pakistan as this research paper reflects. At my university (where I work) the online assessment method has grown quite sound over the years. A presentation of this method is provided here which was given by the vice-chancellor at Massachusetts Institute of Technology (MIT) however; I still believe that I can contribute towards making it more efficient and better. I aim to do this by regulating the amount of assessment that should be given to students, the refinement and evaluation of the already prepared question banks, training the academic staff about plagiarism detection and prevention, development of rubrics, designing inclusive assessments and the need for prompt and constructive feedback to students. I have realized and demonstrated skills in these areas which are reflected by artifact HMOA 5403, HMOA 5403 artifact 2, and HMOA 5403 artifact 3.
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