Cargando…
Psychometrics of MOOCs: Measuring Learners’ Proficiency
Massive open online courses (MOOCs) generate learners’ performance data that can be used to understand learners’ proficiency and to improve their efficiency. However, the approaches currently used, such as assessing the proportion of correct responses in assessments, are oversimplified and may lead...
Autores principales: | , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Ubiquity Press
2020
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7243831/ https://www.ncbi.nlm.nih.gov/pubmed/32477583 http://dx.doi.org/10.5334/pb.515 |
_version_ | 1783537478561431552 |
---|---|
author | Abbakumov, Dmitry Desmet, Piet Van den Noortgate, Wim |
author_facet | Abbakumov, Dmitry Desmet, Piet Van den Noortgate, Wim |
author_sort | Abbakumov, Dmitry |
collection | PubMed |
description | Massive open online courses (MOOCs) generate learners’ performance data that can be used to understand learners’ proficiency and to improve their efficiency. However, the approaches currently used, such as assessing the proportion of correct responses in assessments, are oversimplified and may lead to poor conclusions and decisions because they do not account for additional information on learner, content, and context. There is a need for theoretically grounded data-driven explainable educational measurement approaches for MOOCs. In this conceptual paper, we try to establish a connection between psychometrics, a scientific discipline concerned with techniques for educational and psychological measurement, and MOOCs. First, we describe general principles of traditional measurement of learners’ proficiency in education. Second, we discuss qualities of MOOCs which hamper direct application of approaches based on these general principles. Third, we discuss recent developments in measuring proficiency that may be relevant for analyzing MOOC data. Finally, we draw directions in psychometric modeling that might be interesting for future MOOC research. |
format | Online Article Text |
id | pubmed-7243831 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Ubiquity Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-72438312020-05-30 Psychometrics of MOOCs: Measuring Learners’ Proficiency Abbakumov, Dmitry Desmet, Piet Van den Noortgate, Wim Psychol Belg Phd Critical Review Massive open online courses (MOOCs) generate learners’ performance data that can be used to understand learners’ proficiency and to improve their efficiency. However, the approaches currently used, such as assessing the proportion of correct responses in assessments, are oversimplified and may lead to poor conclusions and decisions because they do not account for additional information on learner, content, and context. There is a need for theoretically grounded data-driven explainable educational measurement approaches for MOOCs. In this conceptual paper, we try to establish a connection between psychometrics, a scientific discipline concerned with techniques for educational and psychological measurement, and MOOCs. First, we describe general principles of traditional measurement of learners’ proficiency in education. Second, we discuss qualities of MOOCs which hamper direct application of approaches based on these general principles. Third, we discuss recent developments in measuring proficiency that may be relevant for analyzing MOOC data. Finally, we draw directions in psychometric modeling that might be interesting for future MOOC research. Ubiquity Press 2020-05-22 /pmc/articles/PMC7243831/ /pubmed/32477583 http://dx.doi.org/10.5334/pb.515 Text en Copyright: © 2020 The Author(s) http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/. |
spellingShingle | Phd Critical Review Abbakumov, Dmitry Desmet, Piet Van den Noortgate, Wim Psychometrics of MOOCs: Measuring Learners’ Proficiency |
title | Psychometrics of MOOCs: Measuring Learners’ Proficiency |
title_full | Psychometrics of MOOCs: Measuring Learners’ Proficiency |
title_fullStr | Psychometrics of MOOCs: Measuring Learners’ Proficiency |
title_full_unstemmed | Psychometrics of MOOCs: Measuring Learners’ Proficiency |
title_short | Psychometrics of MOOCs: Measuring Learners’ Proficiency |
title_sort | psychometrics of moocs: measuring learners’ proficiency |
topic | Phd Critical Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7243831/ https://www.ncbi.nlm.nih.gov/pubmed/32477583 http://dx.doi.org/10.5334/pb.515 |
work_keys_str_mv | AT abbakumovdmitry psychometricsofmoocsmeasuringlearnersproficiency AT desmetpiet psychometricsofmoocsmeasuringlearnersproficiency AT vandennoortgatewim psychometricsofmoocsmeasuringlearnersproficiency |