The Presence and Role of Assessment in UniMoRe MOOCs

Abstract

This contribution presents a reflection on the relationship between the use of assessment tools and the two-sided phenomenon of the completion rate and dropout rate in MOOCs. In support of this reflection, the experience of the MOOCs proposed by the University of Modena and Reggio Emilia (UNIMORE) within the EduOpen network is described. In particular, data relating to the quantity and quality of the assessment tools used in the MOOCs UNIMORE and data on the completion rates of the five pathways currently active in the training offer on EduOpen, specifically of an MOOC with a complex evaluation system and high completion rates, are reported.