it is very time consuming to help each other even when the assessment is performed by several individuals sitting next to each other. The currently reached result is displayed permanently. Example: n questions of m in total answered, m % of the required result reached. It is displayed how may question this need to be answered and to which extent they contribute to the final result when answered correctly. The performer thus has the choice to stop a session which is unable to be finished with the required minimum result. The major properties of the assessment should be presented the performer at the very beginning in order to avoid frustration. Properties of the authoring tool There are many tools available to design an Online Assessment and they differ in their design and implementation features. The below properties are useful examples and may support the tool selection process. It can be defined to which extent (with how many points) a certain question contributes to the final result. Tools may automate this based on the number of answers from which the user has to pickle the correct one. It can be defined, how many question are randomly selected from a larger question pool. This would add some difficulty for the performer because at least some questions differ between initiated sessions. It can be defined from which question pool(s) of several the questions are selected and assembled to one specific assessment. This enables the design of role or task specific assessments. In addition, the question pooling ensures that an assessment contains a certain number of questions for a certain knowledge aspect. When all questions are randomly selected form one pool only a certain knowledge aspect may not be covered/contained. The assembled assessment should be a compiled result from an editable source. This prevents a user may find the correct answer by investigating the HTML source. A SCORM export should be supported in order to enable the assessment's integration into an LMS(Learning Management System). Disadvantages and risks Besides "Where Organizations Go Wrong With e-Learning", for this approach specifically, the random order of the assessment questions potentially conflicts with a didactical concept. Either all didactical aspects have to be covered by the knowledge material or one dedicated question pool is exempted from the random questions ordering. References Educational assessment and evaluation