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The first decade of the 21st century is swiftly experiencing an increased need for learning that has greatly exceeded present delivery capacity of traditional educational settings. To help meet this need, many educational institutions are now offering courses as well as entire degree programs through distance education. Thus, institutions are thrust into being confronted with a rapidly changing social as well as economic scenario; and if they are to survive, they must evolve. Crucial to this successful evolution is the formulation of new assessment strategies for distance education (Stallings, 2002). Because of the process and practice of assessment which increasingly has become the focus of the public, politicians, and legislators, future historians may view the 1980s as the decade in which problems in education achieved national significance, and the 1990s as the decade of accountability (Seward, in Stallings, 2002)