Abstract:

The aim of the EU co-funded project LangMOOC is to research the potential of MOOCs in Language Learning offered from non-academic institutions, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and finally to test the use of OERs in language MOOCs in pilot course. An important element in validating and assuring quality in MOOCs are assessment.

When it comes to assessment in already existing MOOCs there is much ground to cover. In this article we will present some general approaches to assessment practices, and try to apply these assessment strategies to digital learning via MOOCs. A special attention will be addressed to the availability of opportunities to provide formative assessment aiming at creating self-regulated learners, an essential goal in order to increase the completion rate in the courses.

There are several ways of assessing students performance in MOOCs, this article will address the most common ones, and try to elaborate on different ways of highlighting the difference in learning strategies amongst users. The article will conclude towards which assessment approaches would be best suited for language learning MOOCs.

Keywords:

MOOC, language learning, asesssment.