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• W1526169916 abstract "Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video lecture content, implement social forums and track student progress in MOOCs. However, we remain limited in our ability to assess complex and open-ended student assignments. In this paper, we present a study on various forms of assessment and their relationship with the final exam score. In general, the reliability of both the self-assessments and the peer assessments was high. Based on low correlations with final exam grades as well as with other assessment forms, we conclude that self-assessments might not be a valid way to assess students' performance in MOOCs. Yet the weekly quizzes and peer assessment significantly explained differences in students' final exam scores, with one of the weekly quizzes as the strongest explanatory variable. We suggest that both self-assessment and peer assessment would better be used as assessment for learning instead of assessment of learning. Future research on MOOCs implies a reconceptualization of education variables, including the role of assessment of students' achievements. In recent years, free access has been provided to content which previously had a price: searches, software, music and references, to name but a few. Access to the Internet and broadband has increased rapidly and huge growth in mobile connectivity has brought online content and interaction to a global audience. At the same time, open online distance learning in higher education has quickly gained popularity, expanded, and evolved. Recently, Massive Open Online Courses (MOOCs) appear to be a significant force within higher education. However, while new web technologies allow for scalable ways to deliver video lecture content, implement social forums and track student progress, we remain limited in our ability to evaluate and give feedback for complex and often open-ended student assignments. Self- and peer assessment might offer promising solutions that can scale the grading of complex assignments in courses with thousands of students. Moreover, intermediate assessments might engage more students with participating in a course. In this study, we provide insights into various forms of assessment that are applied in three Leiden University MOOCs in the Coursera platform." @default.
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• W1526169916 date "2015-04-01" @default.
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• W1526169916 title "Assessment in Massive Open Online Courses" @default.
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