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Assessment of learning in distance education means

responsibility and autonomy to show a student participating in distance education check the scope of their accomplishments and goals during the course of his process teaching - learning. Key factors in this process are constant motivation tutor and parameters established in the course, will depend on these two factors, the influence on performance and continued participation of its students, the interaction of their experiences and ideas into synchronous (chat, video conferencing, telephone systems) and asynchronous (forums). These interventions are expected to be of quality and a significant turnout. The tutor to guide the process should keep track of each activity and feedback either individually or in teams, there reflects the way they respond to the activities recorded.

Another element of individual assessment in distance education is online surveys, and technical requirements must have a platform for this type of activity where the student has a time and a deadline to respond, will depend on the type questions that provide quantitative feedback of results.

According to Valenzuela (2007. P381), depending on the learning activity to be evaluated, it is possible to test:

• individual character assessment is done every student versus the assessment made by team activities for collaborative work.



• assessment made of the learning process versus which makes the finished products.



• Among those conducting the assessment: the teacher versus the students themselves (self) versus the teammates together (peer assessment)
  

Through different approaches to the assessment mentioned above, Distance Education tests the reliability of its students and the demand by educational institutions and guardians responsible for achieving quality and process flexibility to the integrated development of their students where both intellectual and develop skills in the use of technology, which allows this kind of education is every time most welcomed by society. Bibliographic Reference

• Valenzuela. J. (2007). Assessment of learning: practices and uses of technology resources. In Lozano, A. and Burgos, V. (2007) (Coord.). Educational technology in distance education model centered on the person. Federal District, Mexico. Limusa.
  


• J. Salinas flexible education, open learning. Networks as tools for training. Retrieved on April 2, 2008. http://www.uib.es/depart/gte/revelec10.html