Learning assessment in open, distance and flexible education

Inés Gil-Jaurena

doi:10.5944/openpraxis.5.3.82

Abstract

Learning assessment is established as a key process in education. Being learning the goal of educational initiatives, its evaluation becomes the means to analyse, guide and promote students’ performance. Learning assessment in open and distance education is facing new challenges and scenarios, due to current or renewed conceptual and political frames -such as the European Higher Education Area (EHEA) and the European Credit Transfer and Accumulation System (ECTS)and to the increasing number of developments in the technological and pedagogical fields -such as automatic assessment tools or peer grading in massive open online courses. Within this context, the current issue of Open Praxis focuses on the assessment of students’ learning in open, distance and flexible education. The call for papers acknowledged aspects such as the following:

Highlights

Learning assessment is established as a key process in education
Learning assessment in open and distance education is facing new challenges and scenarios, due to current or renewed conceptual and political frames -such as the European Higher Education Area (EHEA) and the European Credit Transfer and Accumulation System (ECTS)- and to the increasing number of developments in the technological and pedagogical fields -such as automatic assessment tools or peer grading in massive open online courses
The issue presents five papers covering different aspects regarding learning assessment, from reflections on assessment challenges to the use of rubrics in a course, going through a review of feedback in distance education or aspects to consider during examinations

Summary

Introduction

Learning assessment is established as a key process in education. Being learning the goal of educational initiatives, its evaluation becomes the means to analyse, guide and promote students’ performance. The current issue of Open Praxis focuses on the assessment of students’ learning in open, distance and flexible education.

Results

Conclusion