Assessment in Distance Mode Schooling: Functions, Frameworks, and the Digital Shift
Introduction
Assessment plays a pivotal role in gauging the learning outcomes of instructional activities. It is imperative to view assessment not merely as a tool for grading students, but rather as a process that provides valuable input for learners. In the context of distance mode schooling, the dynamics of assessment take on a unique significance, presenting both challenges and opportunities for educators. This article explores the functions and frameworks of assessment in the context of remote education, with a focus on the evolving landscape brought about by the COVID-19 pandemic. As Amrane-Cooper et al. (2023) observe, the pandemic-driven transition to online assessment provided a "catalytic impact on revising assessment strategies" and encouraged universities to innovate and review their assessment practices [1]. The priority during this transition was to ensure that fundamental principles of assessment—integrity, authenticity, and access—were supported [1].
Types of Assessment
Traditionally, two main types of assessment—formative and summative—have been discussed in the realm of classroom assessment. However, the current global situation has prompted the exploration of new frameworks and techniques for evaluating students in distance mode schooling. As Hartle (2023) notes, formative assessment is often more appropriate to asynchronous online contexts, while summative assessment is better suited to synchronous, face-to-face spaces [4]. Regardless of changes in the mode of schooling, assessment continues to be the backbone of every learning activity, shaping the teaching-learning process. Research has highlighted that all assessment activities should be governed by key principles: authenticity, accessibility, appropriate automation, continuous/periodic opportunities, and security [1].
Assessment in the Digital Age
The development of assessment concepts in distance mode schooling is relative to the technological availability and digital literacy of learners and their parents. Factors such as technological development, digital literacy, and the techno-geography of schools and teachers influence the assessment framework. The traditional teaching-learning system in Nepal, like many other places, is facing a shift in dynamics, prompting educators and policymakers to consider alternative assessment methods. Research by Pu and Xu (2023) reveals that teachers often involve parents to assist in online assessment, but such involvement can violate equity principles when not carefully monitored [7]. The authors emphasize that providing equal opportunities for students' learning is not yet at the forefront of teachers' minds when they make decisions regarding parental involvement [7].
Continuous Assessment System (CAS)
Historically, continuous assessment was concealed within teaching-learning activities. Over time, it became evident that assessment could serve as a valuable tool for summative assessment. The concept of Continuous Assessment System (CAS) emerged, emphasizing the need for a comprehensive and regular evaluation scheme. CAS is an educational evaluation method that assesses a student's learning and progress throughout the school year, rather than relying solely on final exams [10]. It includes various forms of assessments such as class tests, assignments, projects, oral presentations, quizzes, practical work, and homework. The aim is to provide ongoing feedback to students and teachers to enhance learning and improve performance continuously [10].
The National Education Commission Reports of 2049 BS and 2055 BS in Nepal acknowledged the drawbacks of the existing evaluation system, leading to the proposal of a continuous assessment system for liberal promotion policies. Subedi (2025) notes that in Nepal's basic education system, the Continuous Assessment System (CAS) has been envisioned as a core practice with methods such as classroom observations, student portfolios, project-based learning, group activities, creative expression, and attendance-based evaluations, replacing high-stakes exams [2].
Blended Assessment in the Digital Era
The current pandemic has forced educators to rethink traditional assessment methods and explore alternative evaluation approaches. The blended form of summative and formative assessment has given rise to the continuous assessment system (CAS). Hartle (2023) argues that the challenge now is to integrate both formative and summative approaches in a new form of blended learning for the future, where the approach to teaching in online digital contexts will no longer be emergency remote teaching but a principled, planned approach to combining digital with traditional methods [4]. The COVID experience demonstrated that unsupervised online exams are more suitable for formative assessments and for assessment of self-directed learning, though their reliability in summative assessments remains questioned [8].
Challenges and Opportunities in Distance Mode Education
The COVID-19 pandemic has accelerated the adoption of distance mode education as a solution to the challenges posed by the virus. This shift has raised concerns about the quality of education and the effectiveness of prescribed curricula delivered through virtual teaching. Research by Biber and Baser (2025) identified that challenges experienced by teachers during the pandemic included student-related issues (lack of access to technology, reluctance to attend classes, poor communication, parents' lack of involvement), teacher-related difficulties (unfamiliarity with distance education, inadequate digital skills), and systemic issues (internet infrastructure problems, difficulties with assessment, platform security concerns) [5]. However, teachers also highlighted benefits including the development of digital skills, increased cooperation in digital contexts, and enhanced educational content [5].
As educators adapt to the new normal, questions arise about the necessity of traditional term exams. Sharma (2020) notes that unsupervised online exams face challenges with academic integrity and reliability [9]. The author suggests considering alternative assessments, such as continuous assessment, to better align with the evolving dynamics of education.
Parental Involvement in Continuous Assessment
One key aspect of continuous assessment that requires attention is the involvement of parents. In the context of distance mode schooling, parents play a crucial role in managing technological resources and supporting students in their virtual learning environment. Guo et al. (2025) developed and validated the HOPE (Helping Online Parents with Engagement) instrument, which measures three key constructs: (a) parent perceptions of their learner's independent engagement, (b) parents' confidence to support student engagement, and (c) school-provided support to parents [3]. Their research confirms that parents' decision to be involved and the types of support they offer are highly influenced by the needs they perceive, and limitations in their confidence, knowledge, skills, and availability can constrain their support efforts [3].
Acknowledging this, the author proposes that parents be actively involved in the assessment of students. Pu and Xu (2023) emphasize that this involvement can be instrumental in understanding students' progress, behavior, and overall well-being in the virtual schooling environment, though caution that such involvement must be carefully monitored to ensure educational equity [7].
Conclusion
As education undergoes a digital transformation, the dynamics of assessment in distance mode schooling become central to shaping the future of learning. Continuous assessment emerges as a relevant and adaptive framework, requiring consideration of factors such as parental involvement and technological accessibility. Amrane-Cooper et al. (2023) conclude that the extraordinary circumstances of the pandemic had "silver linings," encouraging universities to innovate and review assessment practices [1]. Navigating the challenges posed by the pandemic, educators and policymakers must continue to explore innovative assessment methods that align with the evolving landscape of education in the digital age, ensuring that assessments serve learning and not merely certification [8].
🔑 Key Takeaways
- Assessment is not just for grading – it provides valuable input for learners (JISC, 2020; Amrane-Cooper et al., 2023).
- Formative and summative assessment are being rethought for distance education; formative assessment suits asynchronous contexts while summative fits synchronous spaces (Hartle, 2023).
- Continuous Assessment System (CAS) offers a comprehensive evaluation framework using portfolios, projects, observations, and regular feedback (Subedi, 2025).
- Blended assessment integrating summative and formative approaches is emerging as a key post-pandemic strategy.
- Parental involvement is crucial in virtual schooling environments but must be carefully managed to ensure equity (Pu & Xu, 2023; Guo et al., 2025).
📌 Note: This article highlights the evolving landscape of assessment in distance mode schooling, particularly in the context of the COVID-19 pandemic and Nepal's educational reports (2049 BS and 2055 BS). Contemporary research confirms that while challenges persist, opportunities for innovation in assessment practices have emerged globally .
📚 References
| # | Reference |
|---|---|
| [1] | Amrane-Cooper, L., Hatzipanagos, S., & Tait, A. (2023). Silver linings: rethinking assessment pedagogy under the pandemic. European Journal of Open, Distance and E-Learning. https://eurodljournal.com/articles/10.2478/eurodl-2023-0007 |
| [2] | Subedi, G. (2025). Measuring what matters: Inclusive and competency-based assessments for Nepal. Onlinekhabar English. https://english.onlinekhabar.com/measuring-what-matters-inclusive-and-competency-based-assessments-for-nepal.html |
| [3] | Guo, Q., West, R. E., & Borup, J. (2025). Development and validation of the HOPE (Helping Online Parents with Engagement) instrument for measuring parents' ability to support online learner engagement. Computers & Education, 244, 105528. https://www.sciencedirect.com/science/article/abs/pii/S0360131525002970 |
| [4] | Hartle, S. (2023). Integrating the Formative and Summative Post Covid-19 in a Blended Learning Approach to Higher Educational Assessment. Iperstoria, 21. https://library.bgc.bard.edu/articles/edsdoj__edsdoj.69aed3f4a0f14664b90d8504cdfc45b9 |
| [5] | Biber, S., & Baser, D. (2025). Unveiling COVID-19: Dualistic Exploration of Digital Challenges and Opportunities Teachers Faced. Asian Journal of Distance Education, 20(1), 49-75. https://eric.ed.gov/?id=EJ1476274 |
| [6] | Acharya, R. (2025). Educational Assessment Policy of Nepal. https://www.acharyaramg.com.np/2025/08/educational-assessment-policy-of-nepal.html |
| [7] | Pu, S., & Xu, H. (2023). Equity and Teachers' Online Classroom Assessment Literacy in China: Insights from Parental Involvement during the COVID-19 Pandemic. Asia-Pacific Journal of Teacher Education, 51(4), 381-394. https://doi.org/10.1080/1359866X.2023.2228217 |
| [8] | Hartle, S. (2023). Integrating the Formative and Summative Post Covid-19 in a Blended Learning Approach to Higher Educational Assessment. Πανεπιστήμιο Αιγαίου. https://hdl.handle.net/11562/1098746 |
| [9] | Sharma, K. (2020). Online university exams a 'remote possibility' as UGC officials highlight host of concerns. ThePrint. In Gupta, R., & Singh, A. (2025). Remote assessment strategies in the post-COVID era of blended learning: Do they have a role? Journal of Education Technology in Health Sciences, 9(1). https://jeths.org/archive/volume/9/issue/1/article/10450 |
| [10] | Filo. (2025). Clarify the concept of Continuous Assessment System (CAS): Explain how CAS is applied at the basic level of the school education system in Nepal. https://askfilo.com/user-question-answers-smart-solutions/clarify-the-concept-of-continuous-assessment-system-cas-3335353231303834 |
Additional References Cited in Sources
- Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. [cited in 4,8]
- Butler-Henderson, K., & Crawford, J. (2020). A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity. Computers & Education, 159, 104024. [cited in 1]
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. [cited in 4,8]
- JISC. (2020a). The future of assessment: Five principles, five targets for 2025. JISC. [cited in 1]
- JISC. (2020b). Assessment reboot: In search of authentic, accessible and secure assessment. JISC. [cited in 1]