Graded and non-graded assessment tasks in MOOCs
Paula Hodgson, The Chinese University of Hong Kong, Hong Kong
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Massive Open Online Courses (MOOCs) open unprecedented learning opportunities for global learners. Among the diverse options offered, certificate earners undergo different types of assessment task. Learners receive immediate feedback and marks for quizzes. Marks for written assignments are generated by peer assessment or a combination of self- and peer assessment. Postings on structured questions to forums across the weeks of a course determine the participation mark. Certificate earners can choose either honour code or identification verification tracking after course completion. A case study on graded tasks in three MOOCs are discussed, including variations in quiz question design and written assignments involving action learning, self- and peer assessment, and conceptual synthesis; ungraded tasks; forum postings; and how assessment design of both graded and non-graded but required activities may have an impact on and implications for student learning through MOOCs.
Hodgson, P. (2017). Graded and non-graded assessment tasks in MOOCs. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 946-951). Washington, DC: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)