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Journal Issue
Volume 13 Issue 4, ECEL 2014 / Apr 2015  pp205‑315

Editor: Kim Long

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EJEL Editorial  pp205‑206

Kim Long

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Assessment in Massive Open Online Courses  pp207‑216

Wilfried Admiraal, Bart Huisman, Olga Pilli

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Abstract

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 lect ure 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 relationsh ip 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 achiev ements. 

 

Keywords: Keywords: MOOC, Open Online Learning, Higher education, Assessment, Peer assessment, Self-assessment, Quiz

 

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Affordances of Educational Learning Technologies in Higher Education Multicultural Environments Multicultural Learning Environments  pp217‑227

Edilson Arenas

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Online formative assessment in higher education: Its pros and cons  pp228‑236

Zwelijongile Gaylard Baleni

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It Takes a Community to Develop a Teacher: Testing a New Teacher Education Model for Promoting ICT in Classroom Teaching Practices in Chile  pp237‑249

Paula Charbonneau-Gowdy

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Adding Value: Open Online Learning and the MBA  pp250‑259

Rachel Fitzgerald, Maggie Anderson, Ross Thompson

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Developing confidence in the use of digital tools in teaching  pp260‑267

Dr Sue Greener, Craig Wakefield

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The Scoring of Matching Questions Tests: A Closer Look  pp268‑276

Antonín Jančařík, Yvona Kostelecká

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The Effectiveness of E‑Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e‑Learning Effectiveness  pp277‑289

Signe Schack Noesgaard, Rikke Ørngreen

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Evaluation as a Powerful Practices in Digital Learning Processes  pp290‑300

Birgitte Holm Sørensen, Karin Tweddell Levinsen

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Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English  pp301‑315

Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy, Pok Wei Fong

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