Self-assessment in an open online environment: affordances and practices

Olga Firssova, Francis Brouns, Desirée Joosten-ten Brinke

    Research output: Contribution to conferenceAbstractAcademic

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    In MOOCs both designed and emerging self-assessments depend on available technologies and their affordances. Learners determine, however, whether these technologies are used as intended, to what extent and to what effect. Stud-ying MOOC self-assessment practice can help understand the mechanisms that underlie MOOC leaning and inform design. The paper presents a study of two instances of MOOC implementations from the point of view of self-assessment as it was designed and materialized in practice. The paper is concluded with suggestions for self-assessment design that takes the specific nature of open learning into account.
    Original languageEnglish
    Publication statusPublished - 2016
    Event19th International Technology Enhanced Assessment Conference: 19th International Conference - Tallinn, Estonia
    Duration: 5 Oct 20166 Oct 2016
    Conference number: 19


    Conference19th International Technology Enhanced Assessment Conference
    Abbreviated titleTEA 2016


    • Self-assessment
    • MOOCs
    • learning design


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