Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs
| Published | June 2015 |
| Journal | Open Praxis Volume 7, Issue 2, Pages 141-152 |
| Editor | Gil-Jaurena, Inés |
ABSTRACT
Many publications and surveys refer to the high drop out rate in Massive Open Online Courses (MOOCs) which is around 90%, especially if we compare the number of students who register against those who finish. Working towards improving student engagement in MOOCs, we focus on providing specific research-based recommendations on formative assessment and feedback practices that can advance student activity. In this respect, we analysed some significant research papers on formative assessment and feedback methods applicable to face-to-face teaching environments that advance student engagement, and concluded with related requirements and conditions that can be applied also to MOOCs. We also analysed 4050 comments and reviews of the seven most active and highly rated MOOCs (6 Coursera ones and 1 from EdX) provided by the students who have mainly completed those courses via CourseTalk. Based on this content analysis, we have formulated fourteen recommendations that support also the requirements/conditions of our conceptual and theoretical framework analysis. The results obtained give some light in a rather unexplored research area, which is the research on formative assessment and feedback practices specifically for stronger engagement in MOOCs.| Keywords | feedback · formative assessment · · peer assessment · self assessment · student engagement |
| ISSN | 2304-070X |
| Other number | 2 |
| Refereed | Yes |
| Rights | by/3.0 |
| DOI | 10.5944/openpraxis.7.2.194 |
| URL | http://openpraxis.org/index.php/OpenPraxis/article/view/194 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 534 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Position papers for European cooperation on MOOCs
Cooperman, Larry; Dillenbourg, Pierre; van Valkenburg, Willem; Kos, Timo; et al.
An overview of position papers on the opportunities and characteristics for European cooperation as presented during the HOME conference in Porto November 2014
Based on an open call for position papers19 experts ...
Match: Floratos, Nikolaos; Guasch, Teresa; Espasa, Anna
Assessment approaches in massive open online courses: Possibilities, challenges and future directions
Xiong, Yao; Suen, Hoi K.
The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating ...
Match: assessment; formative assessment; peer assessment
Assessment in Massive Open Online Courses
Admiraal, Wilfried; Pilli, Olga; Huisman, Bart
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 ...
Match: assessment; peer assessment
Motivation and knowledge: Pre-assessment and post-assessment of MOOC participants from an energy and sustainability project
Vázquez, Juan Valdivia; Ramírez-Montoya, María; González, Jaime Valenzuela
Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital ...
Match: assessment
Exploring the role of assessment in developing learners' critical thinking in Massive Open Online Courses
Zhao, Catherine; Bhalla, Sonal; Halliday, Lesley; Travaglia, Joanne; et al.
Massive Open Online Courses (MOOCs) have provided learners unprecedented opportunities to access university level education. As a form of largely free and self-paced education, MOOCs are less formal than credit-bearing ...
Match: assessment
Beyond objective testing and peer assessment: Alternative ways of assessment in MOOCs
del Sánchez-Vera, María Mar; Prendes-Espinosa, María Paz
MOOCs (massive open online courses) are an online teaching proposal that, in their short lives, have already thrown up two very different possibilities: cMOOCs and xMOOCs. Both are analysed in this paper from the ...
Match: assessment; feedback
Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?
Conrad, Dianne
Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what “to do” with that learning when learners present it to traditional institutions ...
Match: assessment
Flexible paths to assessment for OER learners: A comparative study
Conrad, Dianne; McGreal, Rory
This paper highlights the preliminary findings of a one-year research project (2011) that investigated the fit of recognizing prior learning (RPL) practice and related assessment and transfer protocols to projected OER ...
Match: assessment
Enhanced peer assessment in MOOC evaluation Through assignment and review analysis
Alcarria, Ramón; Bordel, Borja; de Andrés, Diego Martín; Robles, Tomás
The rapid evolution of MOOCs in recent years has produced a change in the education of students and in the development of professional skills. There is an increasing pressure on universities to establish procedures for ...
Match: assessment; peer assessment
Architecture of a MOOC: Assessment
Prabhakar, T V
Week 2: Architecture of a MOOC, module 4 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, ...
Match: assessment
