Abstract
This article is based on the analysis of assessment in MOOC. Firstly, we study the concept, the types of MOOC and the main characteristics. From this point, we deal with a systematic revision of scientific literature from 2012 to 2016 in relation to assessment of students who are following a MOOC. This research has been done in these data base: Web of Science, Scopus and EBSCOhost. We have used both English and Spanish key words and finally we have analysed 110 articles. Our results show us that assessment models are usually based on tests with automatic feed-back and peer evaluation. Moreover, we have found that peer evaluation is used in xMOOC and also in cMOOC.
Cite
CITATION STYLE
Sánchez Vera, M. del M., González Calatayud, V., & Prendes Espinosa, M. P. (2017). The MOOC and student assessment: systematic review (2012-2016). @tic. Revista d’innovació Educativa, 0(18). https://doi.org/10.7203/attic.18.10013
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