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Beyond objective testing and peer assessment: Alternative ways of assessment in MOOCs
del Sánchez-Vera, María Mar and Prendes-Espinosa, María Paz

Translated titleMás allá de las pruebas objetivas y la evaluación por pares: alternativas de evaluación en los MOOC
PublishedJanuary 2015
JournalRUSC. Universities and Knowledge Society Journal
Volume 12, Issue 1, Pages 119-131
Original PublicationRevista de Universidad y Sociedad del Conocimiento
CountrySpain

ABSTRACT
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 perspective of assessing students’ learning. While assessment in xMOOCs is usually limited to multiple choice tests and sometimes delivering tasks, in cMOOCs the aim is to foster interaction from an educational standpoint, usually on the basis of peer assessment. Pedagogically, both models have their limitations. Multiple choice tests are mainly content bound while peer assessment has its own difficulties and drawbacks, which we explain here. We will put forward some useful ideas to give more flexibility to assessment in MOOCs (groups of experts, semantic web, portfolio, learning analytics), in an attempt to address educational assessment not as an end in itself but as another part of the educational process.

Los MOOC (cursos masivos abiertos en línea) son una propuesta de enseñanza en línea que en su corta vida han mostrado ya dos posibilidades bien diferenciadas, los cMOOC y los xMOOC. Ambas son analizadas en este artículo desde la perspectiva de la evaluación de los aprendizajes de los alumnos, pues mientras que en los xMOOC la evaluación suele aparecer reducida a pruebas tipo test o en algunos casos a la entrega de tareas, en los cMOOC la evaluación pretende promover la interacción desde una perspectiva de evaluación formativa y suele sustentarse en la evaluación por pares. Ambos modelos pueden resultar limitados desde una perspectiva pedagógica. Por una parte, los exámenes tipo test se circunscriben principalmente al contenido y, por otro lado, la evaluación por pares tiene también dificultades e inconvenientes que explicamos en el artículo. Así, en este artículo presentamos diversas alternativas útiles para flexibilizar las posibilidades de evaluación en los MOOC (grupos de expertos, web semántica, portafolio, analíticas de aprendizaje), intentando abordar la evaluación educativa no como una finalidad en sí misma, sino como una parte más del proceso educativo.

Keywords assessment · e-learning · evaluación · feedback

Published atBarcelona
ISSN1698-580X
RefereedYes
Rightsby/3.0/es/deed.en
DOI10.7238/rusc.v12i1.2262
Other informationRUSC. Univ. and Know. Soc.
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
English version 2262-9327-1-PB.pdf · 526.6KB13 downloads
Spanish version 2262-9328-1-PB.pdf · 570.3KB7 downloads



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