General feedback and discussions on the proposed survey
The section of the survey about formal assessments could include a checklist that asks respondents to check those MOOCs that they took for credit, and thus, likely had a formal evaluation. Also this section would benefit from a quick definition of formal evaluation that identifies the purpose, audience, & methodology. Sorry, but that definition should come from someone with more experience than I have.
Personally, the term formal evaluation is vague. Taking a course for credit is one thing. If they are taking the MOOC for credit, we might simply task what types of assessment were involved: informal discussions (i.e., forums, Twitter, etc.), academic prompts (i.e., SQ3R, RAFT, etc.), question and answer (essential questions), task-based learning, problem-based learning (problem setting and solving - action research), eportfolios, performance tasks (Wiggins and McTighe, 2005), quizzes, exams, etc.
Another question might relate to instruments, tactics, or spaces used: mindmaps, rubrics, charts, charts, OERs, personal website, personal blog, wiki, personal learning network development (before and after MOOC),
And finally, perhaps a question related to types of assessment interaction: self, peer, MOOC facilitator(s), other experts, and other novices. The other novices approach intrigues me because teachers could assess a credit-seeking student by having the student assume the teacher's role in teaching someone else something.
Just some thoughts...any other assessment-related considerations?
Hi Ben,
These are great ideas and we will definitely need to incorporate these discussions in the planning of the OERu's.
The OERu logic model has identified two initiatives where this planning and discussion is needed, specifically: Open Assessment Services and Open Credential services.
I don't think we will be able to realistically cover the design of the assessment and credentialing models with this survey -- it this time just useful to think about the potential demand for assessment services and whether this has a perceived impact on participation and completions rates. The data surveyed in CCK08 clearly indicates significantly higher participation rates in the case of for-credit students -- but that obvious.
Hi Keith,
Agreed - -some explanation and description discussing the rational for the assessment related questions is needed.
We certainly can include an item asking if respondents had previously enrolled in a for-credit option. I thought we could extract that data from the institutions that provided for credit options, because they would have that information. However with privacy issues and additional time needed to chase down that info, it would make sense to include a direct question in whether they had previously enrolled for as a for-credit MOOCer.
