TENDENCIAS EN LA EVALUACIÓN DEL APRENDIZAJE EN CURSOS EN LÍNEA MASIVOS Y ABIERTOS (TRENDS IN ASSESSMENT IN MASSIVE OPEN ONLINE COURSES)

Assessment is a central characteristic in the design of massive open online courses (MOOCs) (Sandeen, 2013). Although this phenomenon is new, the literature on e-assessment suggests a direction based on a knowledge base derived from research into the support needs of the participants' learning....

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Bibliographic Details
Published inEducación XX1 Vol. 18; no. 2; pp. 77 - 96
Main Authors Arrufat, María Jesús Gallego, Sánchez, Vanesa Gámiz, Santiuste, Elba Gutiérrez
Format Journal Article
LanguageEnglish
Spanish
Published Madrid Universidad Nacional de Educacion a Distancia (UNED) 01.07.2015
Universidad Nacional de Educación a Distancia (UNED)
Subjects
Attitude surveys
Colleges & universities
Educational evaluation
Educational technology
Electronic Learning
Formative Evaluation
MOOCs
Online Courses
Online instruction
Participant Satisfaction
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Summary:Assessment is a central characteristic in the design of massive open online courses (MOOCs) (Sandeen, 2013). Although this phenomenon is new, the literature on e-assessment suggests a direction based on a knowledge base derived from research into the support needs of the participants' learning. Together with assessment, participant satisfaction with MOOCs takes on a special role when we consider the interest of the courses and their high drop-out rate. We have two objectives in this paper; on one hand, we analyze the assessment processes in 87 MOOCs developed on different international platforms (Coursera, Udacity, MiríadaX, EdX, and RedunX) at Spanish universities (AbiertaUGR, UPVX, UniMOOC, UnedComa, and Ehusfera) and others; while on the other hand, we reflect on these processes assisted by the study of the MOOCs developed at the University of Granada (Spain). We describe the results classified according to: what is assessed, who performs the assessment, time at which assessment occurs, instruments employed, type of assessment, and type of the certification (participation/accreditation). We study the satisfaction of 513 participants in courses of the first edition offered by AbiertaUGR in 2013. Participant satisfaction is related to interactivity, and the learning perceived corresponds to a formative assessment or assessment for learning. Suggestions for improvement are given for the pedagogical design of the assessment in future MOOCs.
ISSN:1139-613X
2174-5374
DOI:10.5944/educXX1.12935