Reclaiming Assessment Validity in the Age of Online Learning

Online learning has expanded access to education, but it has also introduced new challenges in measuring what students actually know. When assessments fail to distinguish between levels of performance, their value begins to erode.

This study explores a simple but critical question: can online assessments still function as reliable measurement tools in today’s environment?

Through a structured classroom comparison, researcher Trevor Basil examines how score distributions change when remote proctoring is introduced. The findings point to a clear outcome: with the right structure in place, online assessments can once again produce meaningful, differentiated results.

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