Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?
| Published | January 2013 |
| Journal | Open Praxis Volume 5, Issue 1 |
ABSTRACT
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 for assessment and accreditation. This paper proposes that established RPL (recognizing prior learning)protocols, in place at many institutions worldwide, can offer a pedagogically sound framework that supports the spirit of open learning and respects the diversity of learners’ efforts.
| Keywords | assessment · higher learning · Lifelong Learning · OER · open access · portfolios |
| Language | en |
| Refereed | Yes |
| Rights | by/3.0 |
| DOI | 10.5944/openpraxis.v5i1.17 |
| URL | http://www.openpraxis.org/index.php/OpenPraxis/article/view/17 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 151 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
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: conrad, dianne; assessment; oer
Open Educational Resources in Canada 2015
McGreal, Rory; Anderson, Terry; Conrad, Dianne; McGreal, Rory; Conrad, Dianne
Canada's important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of ...
Match: conrad, dianne; oer
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; lifelong learning
Report on the assessment and accreditation of learners using OER
Conrad, Dianne; Mackintosh, Wayne; McGreal, Rory; Murphy, Angela; Witthaus, Gabi
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University ...
Match: conrad, dianne; assessment; oer
Formalising informal learning: Assessment and accreditation challenges within disaggregated systems
McGreal, Rory; Conrad, Dianne; Murphy, Angela; Witthaus, Gabi; Mackintosh, Wayne
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some ...
Match: conrad, dianne; assessment
Peer assessment for massive open online courses (MOOCs)
Suen, Hoi; McGreal, Rory; Conrad, Dianne
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational ...
Match: conrad, dianne; 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
Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs
Floratos, Nikolaos; Guasch, Teresa; Espasa, Anna; Gil-Jaurena, Inés
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 ...
Match: assessment
Open access scholarly publications as OER
Anderson, Terry; McGreal, Rory; Conrad, Dianne
This article presents the rationale, common practices, challenges, and some personal anecdotes from a journal editor on the production, use, and re-use of peer-reviewed, scholarly articles as open educational resources ...
Match: conrad, dianne; oer; open access
Exploration of open educational resources in non-English speaking communities
Cobo, Cristobal; McGreal, Rory; Conrad, Dianne
Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher ...
Match: conrad, dianne; oer; open access
