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Une analyse automatisée des modalités d'évaluation des MOOC de la plate-forme FUN

Abstract : We focus on how assessment was performed in more than a hundred MOOCs of the French platform France Université Numérique in order to better comprehend to which extent MOOCs' low completion rates could be a consequence of assessment policies. We gathered automatically detailed data on which type of assessment was favored-peer assessment, automatized assessment-as well as their number and their settings, like the number of attempts allowed by exercise. We suggest that, if the workload is sometimes heavy, with hundreds of exercises sometimes required to obtain the certificate, the level of requirement is low, since evaluation is apparently not meant to challenge learners in these MOOCs. Therefore, it is unlikely that their low completion rates could be explained by the inability of a significant proportion of learners to succeed in passing assessment tests.
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Matthieu Cisel. Une analyse automatisée des modalités d'évaluation des MOOC de la plate-forme FUN. International Journal of E-learning and Distance Education, Athabasca University, 2018, 33 (1). ⟨hal-02523649⟩

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