Investigating the Quality of Assessment System of Student's Performance in Virtual Education in Iran and Russia

investigating the quality of assessment of students’ performance in virtual education from the viewpoint of students in Iran and Russia.
The population of the study was virtual universities students of Iran and Russia, among them, 221 students have participated in the study. To achieve this aim, a researcher was used questionnaire with 0.97 reliability. Results showed that there was a significant difference at the 0.05 level of the quality of assessment system of students’ performance in the virtual education of Iran and Russia.
There are significant differences in assessment quality of students’ performance in the virtual education of Iran and Russia at the level 05/0. Results indicated that three factors of "providing sufficient information about the final exam conditions, the type of scoring, time and place of exam", "diversity in methods of assessing and supervising the work of the students" and "offering regular feedback to the learner with the aim of solving the learning problems " were considered for assessment quality by Iranian students. In addition, Russian students selected three factors such as "fight against fraud and plagiarism, the quality of pre-test to assess students’ pre-knowledge and consistent of evaluation methods with educational content " for assessment quality.
In comparing assessment system of Iran by Russia', there has been less attention to the plagiarism, pre-testing and conformity of assessment procedures with educational content. Using the approach of Russia in this field could have a significant effect on the assessment quality of Iran.