Introduction
This review is about chapter 12 of e-Learning and the Science of Instruction by Clark and Mayer. In the study of pedagogy, arguments are made for what the best techniques are to use, but often they are only supported by opinions.  Clark and Mayer found appropriate research that matched and supported the topic of worked examples as a more effective teaching style for high cognitive load subjects.  For simpler subjects, practice problems were shown to be better.
Summary
Worked examples were shown to be a much better method of teaching then practice problems, for complex high load problems.  Fading was explored as a method of gradually getting the learners to get more involved with the topic. For example, an educator would have 4 worked examples prepared and in the example one  they would show how to do it all, on the  second example two learners would complete the last step, on the example three the educator would do the first steps and leave the rest for the learners to complete in groups of two. Lastly, example four one worked problem was given for students to do on their own.  Students studying this way learned faster than with lots of practice problems. 
Far learning is where learners learn guideline that are adaptable to different situations, in order to teach learners this more challenging skill, varied work examples were used with the same principles to help learners understand guiding principles.
Analysis
The supporting studies and graphs were easy to understand except for the medical sales ones.  It was easy to see the improvement and impacts of using worked examples and then adding on fading, groups of two, and varied worked examples to achieve far learning.
Personal reaction
From teaching experience using fading with worked examples I know it works for most students. However, there was not an indication for what ages this strategy should be used. 
Conclusion
Generally, I agree with the findings in this chapter and recommend it for other teachers to study for improved teaching approaches.
Reference
Clark, R. C., & Mayer, R. E. (2016). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (4th ed.). Hoboken, NJ: Wiley. doi: 978-1-1191-5866-0
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​Evolution of mobile and online education has revolutionized Assessment. What are those revolutions?
The revolutions that make online learning more possible are better memory chips, the internet and more advanced programming that makes the organization of classes online available to computers and mobile phones nearly seamlessly and automated in real-time.
 
What are the Challenges?
The challenges are that getting facetime is more difficult as the number of students will be increasing, also that assessing progress online has some current limitations. For example, some subjects like math are easy to tell if the student is learning as they take assessments scores are immediately available.  Some skills may be harder to demonstrate online assessments.
What is current online and mobile assessment methods being used and what is there effectiveness? 
Khanacademy.org uses math mastery tracking to keep track of your math network of skills. Liberty University uses group assignments to measure how students work in groups and if they can use sufficient technology, and planning skills.  They also use video blogs, written assignments, and student to student interaction to measure learning.  These methods are most effective because students who sign up online, usually are interested and will learn more, finding information on topics they like for their exams and assignments.
Summarize what you learned.
While studying online learning I’ve learned that education is changing, it is becoming more accessible to everyone, people can access a variety of contents from their location.  As technology grows even the weaknesses like not being in person with educators are being diminished by live interaction and other features that will continue to be added over time.  That having been said teaching and learning are still the same as they were before, now improved with new tools.
Based on your personal theory of learning, how should online learners be assessed? 
The theory that I agree with most, is cultural-historical theory, learning by interaction with others, using each other’s ideas and feedback collaboratively to grow, learn, and create together.
Assessment of learning can focus on many different parts of learning; I will highlight the type of assessment that I think should be used for online learners.  Garrison (2017) “With online and blended learning, the focus must be on assessing thinking and learning collaboratively. Unfortunately, the tradition of education is that assessment is focused on individual content assimilation”. (p. 130) It's best to focus on thinking and collaboration, not repeating. Google can restate information so that’s been automated, our focus should be on more valuable skill.
The types of assessments that should be used should follow good principles. From Sheffield University there is a pdf of the principles of assessment, I especially agree with number three and six through nine.
Principle three is about accessible and transparent exams so that students and stakeholders can see and access them at appropriate times.  Principle Six is about keeping the amount of work assessed to a manageable size.  Principle seven focuses on three types of assessment. Formative, Summative, and diagnostic.  Principle eight feedback in a timely manner so students can learn.  Principle nine is about the staff making sure that assessment deliverers are prepared to deliver assessment.
 
How is this congruent with what is understood, in the literature, about mobile and online education assessment?
Garrison (2017) states “assessment must be linked to, and be congruent with, course objectives and activities if it is to be useful in achieving intended outcomes”. (p.132). Also, it is crucial the assessment activities should be integrated with learning activities to achieve a good result in the learning process.
Some may still like assessment for repeating information over thinking and collaboration, accessing the traditional mode of thinking about education and assessment for newer systems like mobile and online learning, however, it seems important that collaboration and thinking be emphasized more even though they may be more difficult to set up.

​References
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References
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Gordana Jovanović, (2015).Faculty of Philosophy, Department of Psychology, University of Belgrade, Čika Ljubina 18–20, Belgrade 11000, Serbia. Retrieved August 30 2019 from : https://journals-sagepub-com.ezproxy.liberty.edu/doi/full/10.1177/0952695115577227?utm_source=summon&utm_medium=discovery-provider
 
Inspector, M., Merrill M., Elen J., & Bishop M. (2014). Handbook of research on educational communications and technology. (4th ed.) New York, NY. Springer.