远距离教育过程当中的具体对象形式构成远距离教育评估的内容。在评估实践过程中 ,为了提高评估的科学性和质量 ,必须减少主客体互换所带来的负面影响 ;对于评估的目的 ,要明确评估的真正功能不是评估结果的客观性、公平性和准确性 ,而是它的导向性和激励性 ,充分利用评估的信息资源才会使评估真正达到促进远距离教育改革和发展的目的。无论是过程性评估还是终结性评估 ,无论是综合性评估还是单项评估 ,必须针对不同的评估目的 ,选择不同的评估方法 ,建立不同的指标体系 Specific object forms in the process of distance education constitute the content of distance education assessment. In the process of assessment practice, in order to improve the scientificity and quality of assessment, it is necessary to reduce the negative influence brought by the exchange of subject and object. For the purpose of assessment, it is necessary to make clear that the true function of assessment is not the objectivity, fairness and accuracy of the assessment result But its orientation and motivation. Making full use of the assessed information resources will enable the assessment to truly achieve the goal of promoting the reform and development of long-distance education. Whether procedural assessment or final assessment, whether it is a comprehensive assessment or a single assessment, we must choose different assessment methods for different assessment purposes, the establishment of different indicators system