Metropolitan tutors. All courses generate a reflective report. This is the basis of formal 
assessment for the Advanced Professional Diploma. 
   <106> Each course has a coordinator and a year tutor. Students are also assigned personal 
tutors who mark their assignments. There are no formal examinations, but rather 
dissertations. 
Self assessment 
The CISAER interviews reveal many examples of self assessment. Here are some: 
   <113> Obviously there is no accreditation or assessment, apart from the self tests. One of 
the aims is that teachers and anyone interested can use these materials perhaps in their 
own teaching or learning. 
   <19> The courses are built keeping in mind the main idea of creating in the students the 
sense of autonomy and responsibility in their learning. Thus, the students are encouraged 
to use the available tools for self   evaluation. There are moments when the student can 
stop and reflect about the acquired knowledge. They check their knowledge with the 
databases first, and then, if necessary they can promote a discussion with their tutor. In 
fact this is a great change in the educational system, thus, in traditional universities the 
evaluation is not discussed. There are always several explanations for learning 
performances that are not so good, institutional difficulties, lack of money, labs not well 
equipped, tools are not good. Now, with the virtual university, we have a mirror of the 
university behaviors and the evaluation is mainly a process of self evaluation, it is like 
having a camera in the classroom. The web is then a filmmaker of learning styles. 
   <47> There are compulsory assignments and questionnaires, though there is a certain 
amount of flexibility as to deadlines and dates. Self assessment forms an important part of 
the distance education manual timed to coincide with residential seminars. This allows the 
student to do the self assessments at a time when they can check any problems with the 
tutors and teachers at the seminars. This has worked very well and has allowed a smooth 
progression through the materials at the face to face gatherings. 
Computer Assessment 
The interview analysis imply that computer assessment is relatively scarce. However there are 
several examples of online quizzes, multiple choice tests, and some examples of interactive 
exercises: 
   <11> There is no emphasis on SAQs. We use TMAs a lot and they are marked by our 
lecturing staff. CMAs are used a little: quizzes with a database behind them. Assessment 
is formative rather than summative and there are no examinations. There is no peer 
assessment, but occasional joint projects. 
   <35> The students are in contact with the course directors  more than every day  and also 
in the weekends. Assessment in the form of evaluation is done during the course, there are 
also interviews with students and in the end they have to fill in online questionnaires 
(course evaluations). There are two exams, one after two months and one final. The 
examinations are done online by multiple choice questions, and they also have to produce 
materials. Cheating is not considered to be a problem. 
   <41> The interactive exercises that are worked on the web are in fact to a great extent self 
tests, where the student is competing with himself while working the exercise. At the same 
time these exercises are computer marked as the teacher has no hand in the marking. The 
student sends his work to a computer located in Verkmenntaskolinn a Akureyri where the 
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