Creativity and Innovation in Designing and Development of Assessment Methods in Open and Distance Learning Oum Prakash Sharma* and C K Ghosh** Evaluation is an important component of any education system. Particularly in open and distance learning where most of the tirne teacher and taught are away fiom each other, evaluation has greater role to play. Moreover, an effective evaluation system is n.t.ttuty to sustain the credibility of system' Assessment is a critical catalyst for student leaming (Brown et al., 1997) and there is considerable pressure on higher education institutions to measure learning outco-mes more formally (Farrer, 2002; Laurillard' 2002).In ODL system, the method of evaluation is unique as it includes inbuilt questions and self check exeicises in the instructlonal material, tutor marked assignments and project work as a part of continuous evai-uation, and term end examination as summative assessment. Much of the evaluation depends on the quality of the evaluation tools, i.e. the question papers and assignments. A scientifically developed question paper hJps in meeting the objectives of evaluation' bxperience and analysis show that most ofthe existing tools and techniques have low reliability, validity and usability. Thorpe (1998) explains that assessment has been recognized as a driver of students' approaches to study in distance education and it is no less than that in campus based settings' As the evaluation is a very important component of the instructional system at IGi\OU, we should be creative and innovative while preparing questions and question papers' There are inriunt"t of teachers .being quite serious about preparation for teaching lessonso but many of them not so ierious about setting questions and very much reluctant in evaluation of scripts' Such an attitude causes lot of harm to.the evaluation system' Keeping it in view the National Centre for Innovation in Distance Education (NCIDE) at IGNOU organized a three day Workshop, on 'Creativity and Innovation in Designing and Development of Assessment Methods' during *Deputy Director National Centre for Innovations in Distance Educaiion, Indira Gandhi National Open University' Maidan Garhi - New Delhi t I0068. opsharma@ignou'ac'in **Director, National Centre for lrtnovations in Distance Edtrcation, Indira Gandhi National Open University' Maidatt Garhi - New Dethi I 10068. ckghosh@ignou'ac'in UN IVERSITY NE\TS, 5 I (5 O) DE,CEMBER I 6.22, 20 1 3 March, 201 3 . The basic objective of this Workshop was to make the IGNOU faculty aware about the new trends in the field of assessment and evatuation, and to explore the possibility of innovation and creativity in framing quuilty questions and preparing balanced question papers. The Workshop was designed to lay greater emphasis on the activity aspect during different ,.riiont. The Workshop was attended by 2l faculty members from different Schools of IGNOU having different subject background. Significance of Evaluation Evaluation has a key role to play in distance education as it has various purposes like diagnosis, prediction, grading, feedback, guidance, motivation' ieinforcement and programme evaluation. Assessment is one of the key elements of the teaching and learning process. It provides instructors with a means of evaluating the quality of their instruction (Kerka & Wonacott, 2000). It takes the initial, intermediary and terminal positions in course of handling activities pertaining to ODl--based programmes. Evaluation of both the processes and outcomes of education is relevant not only in respect of wherervithals of the whole education system, but also and more seriously' to know as to what extent the goals ofeducation have been achieved. In other words, it helps to build an educational programme, assess its achievements and improve upon its effectiveness. Assessment and examination are the practices of collective evidence of students'leaming. They are integral part ofthe leaming and teaching cycle, rather than separate stages towards the end of the teaching (Osuji and Okonkwo, 2008)' Examination is always an effective instrument to evaluate the quality and quantity of knowledge or say learning in a specific field (Mishra, 1988). As regards the learners' achievement, the basic objective of evaluation should be to test abilities and concepts rather than the contents. Assessment can be categorized as either summative (administered for grading purpose) or formative (to give feedback to assist the learning process) (Conole and Warburton, 2005). Diagnostic assessment is used by tutors to determine stuclents' prior knowledge, and self-