On-line assessment and certification are topics of increasing interest and concern amongst many sectors particularly those of education and industry, who recognise that the increasing availability of online learning supply necessitates suitable control in terms of quality and the availability of objective and standardised measures to ensure cross sectoral certification and recognition of the results achieved by the learners through an online course. This guide provides a background on the relevant issues, available tools & software and presents a number of examples of assessment software in use, together with an experimental framework that includes practical indications for its use.
The critical processes, of On-Line assessment are Evaluation, Certification, & Recognition.

The evaluation phase includes student assessment as well as material and course evaluation and is a crucial element of the whole strategy. Diagnostic evaluation is a prerequisite of both the Certification and Recognition processes, permitting customisation of the learning paths based on student knowledge and prior experience. Evaluation per se is not limited to the early stage of the overall process and Formative, Summative and Impact evaluation elements allow suitable feedback mechanisms operate to allow improvement and feedback throughout the life cycle of the process. Effective evaluation is the key to ensuring validity & reliability of both procedures and tools.

Certification is dependent on the existence of homogeneous methodologies and shared criteria and the aim of such a process should be to provide transparency and visibility of both formal & informal qualifications.

This in turn allows recognition of all competencies and skills. A number of existing European initiatives are described within the guide. Application of evaluation is dependent on accurate and detailed identification of the objects to be evaluated or measured throughout the learning process.
These include, Prior Knowledge & Experience, (formal, non-formal & informal), On-Line learning Paths, Learning Achievements (both formative & summative) and Competencies (interim and end-stage) already possessed by the learner or developed as a result of the programme or course. The suitability and effectiveness of the learning tools must be matched to the needs of course and user.

Suitable criteria for tool selection are discussed and a selection of currently available computer assessment software is described within the guide. The guide also includes guidelines and practical indications to aid readers design and develop suitable Objective Tests, which may be used to support effective evaluation.