Self-assessment in Massive Open Online Courses

Ventista, Ourania Maria

doi:10.1177/2042753018784950

Cited by 19 publications

(19 citation statements)

References 37 publications

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“…In terms of HLT principles presented in the previous section, peer assessment fosters students' engagement. Taken together, the note by [12] and recommendation by [15], it seems possible that peer assessment can develop more expert-like evaluative judgement (critique, analyse, provide feedback). This chapter also notes that with peer assessment, students can demonstrate expertise through the creation of non-automatically gradable materials (e.g., video presentations, essays, reports, reflections, designs).…”

Section: Peer-assessmentmentioning

confidence: 98%

“…Some studies declare that the use of self-assessment in MOOCs is underestimated to some extent; Ventista [12] argue that it is the most suitable assessment method to correspond to the needs of these self-regulated students and a potential solution to the high attrition rates and the patriotic grading bias during peerassessment. Nevertheless, Admiraal, Huisman and van den Ven [13] corroborate the declaration of undervalued self-assessment in MOOCs because their study suggested a bias of self-assessments that led them to conclude that self-assessments might not be an excellent way to assess students' performance in MOOCs.…”

Section: Self-assessmentmentioning

confidence: 99%

“…Furthermore, they mark their peers in returnVentista [12] notes that peer assessment does not appear to be implemented in the ideal conditions in the case of MOOCs. According to Comer and White, [15] peer assessment can be beneficial for the students when they reflect on and evaluate the work of their peers but could not be used as a summative indicator of students' achievement.…”

Section: Peer-assessmentmentioning

confidence: 99%

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Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs

Mphahlele¹

2022

MOOC (Massive Open Online Courses)

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The literature on students registered in the Open Distance and e-Learning (ODeL) institutions suggests many obstacles related to their summative-driven assessments, which give insufficient time for study, difficulties in access and use of innovative assessment tools, ineffective feedback, and lack of feedback of study materials. These challenges lead students to learn just enough to get grades without understanding the topics or acquiring knowledge and skills. On the other hand, massive Open Online Courses (MOOCs) give students, who have to fulfil multiple roles and are affected by the barriers of distance, cost and time, an opportunity to pursue their studies online. This chapter employed humanistic learning theory (HLT) to present a variety of digital teaching and learning tools that enable assessment suitable for a large number of students in the ODeL MOOCs. Humanistic learning theory emphasises a shift towards considering students, their characteristics, and their influence on learning. In addressing the gap created by assessments that were not focused on the specific human capabilities, including creativity, personal growth, and choice, this chapter first presents principles of HLT linking them with the form of assessments in MOOCs. Secondly, the ways to assess a large number of students in ODeL MOOCs are outlined. Lastly, various digital tools that can assess a large number of students are discussed, considering students as sources of authority.

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Section: Peer-assessmentmentioning

confidence: 98%

Section: Self-assessmentmentioning

confidence: 99%

Section: Peer-assessmentmentioning

confidence: 99%

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Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs

Mphahlele¹

2022

MOOC (Massive Open Online Courses)

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“…So that the peer assessment model in cases like this is not suitable for use in the assessment. In contrast, the self-assessment model is considered the most suitable assessment method to fulfill the needs of independent learners [10].…”

Section: Assessment In Moocs Learningmentioning

confidence: 99%

“…In online learning using e-learning system tools, some monitored activities are often represented by participants activities in clicking on the system such as auto content, forumpage, subpage, homepage. In addition, engagement can also be observed through the movement of body parts such as eyes, head and mouth [10]. The involvement of students in online learning such as MOOC, LMS, and VLE can be measured using clickstream data from these system services [13].…”

Section: Assessment In Moocs Learningmentioning

confidence: 99%

Algorithm of Assessment System in MOOCs Learning: Literature Review

Sumarsono¹,

Sutrisno²,

Fatwanto³

2021

Proceedings of the International Conference on Science and Engineering (ICSE-UIN-SUKA 2021)

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Assessment of learners in the MOOCs online learning platform creates problems for teachers in using appropriate assessment strategies. The change from the traditional face-to-face learning model to the MOOCs online learning model does not necessarily apply traditional classroom assessment strategies to online classes. The traditional and online classroom assessment strategies are far different, teachers and participants do not meet face-to-face and do not know each other physically. The algorithm has a very important role in automating the assessment in accordance with the assessment strategy that is in accordance with the characteristics of online learning MOOCs. The purpose of this study is to identify the use of this type of algorithm in supporting the assessment strategy in the MOOCs system. The method used in this study is through a literature study using the Scopus and sciendirect database sources published between January 2013 to May 2021. The results show that formative and summative assessments are carried out automatically using algorithms classified as artificial intelligence. This can be used as a reference for the development of learning and assessment of adaptive MOOCs in accordance with the characteristics and learning objectives of the course.

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