欧洲MOOC 教育质量评价方法及启示

Analysis of Three European Assessment Tools for Measuring MOOCs爷Quality in Higher Education and its Implications

近年来，MOOC 作为一种新兴的教育模式风靡全球，但低完成率及高辍学率使得MOOC 的教育质 量及评价问题日益突出。传统评价方法已不能满足对其教育质量的有效评价，特别是无法实现对学习者学习过 程及成效的有效评估与认证。因此，MOOC 评价指标体系的构建备受学界关注。相较于美国，欧洲MOOC 发展 进程不算快，但随着欧洲一体化进程的加快，欧洲学者就如何评价MOOC 教育质量，特别是从哪些维度进行评 价、如何设置评价指标、谁评价等问题进行了较频繁的学术探讨，不少研究者相继提出MOOC 教育质量评价方法 的构想。本文对欧洲新近三种MOOC 教育质量评价方法进行了比较:一是欧洲远程教育大学联合会的开放教育 质量标签，该评价方法适用于高校对其“机构层面冶与“课程层面冶的MOOC 教育质量的自我评价，具有一定的研 究与应用价值，但也存在一定局限性;二是西班牙的MOOC 教育质量综合评价指标体系，这是一套建立在对在线 学习质量评价标准ADECUR 及UNE 66181:2012 对比分析之上的MOOC 教育质量评价标准，主要涉及对MOOC 学习过程中“学习方法冶“接纳性层级冶“虚拟课堂环境冶及MOOC 学习成效“就业认可冶等方面的教育质量评价， 比较全面、客观地评价学习者接受MOOC 教育的学习成效及学习条件，但忽视了对开设MOOC 的高校机构管理 层面的评价;三是德国MOOC 设计质量评价标准，着眼于评价MOOC 的课程设计，能够提供一套较为完善的参 照标准，但缺乏MOOC 开展过程中的教学指导评价，也未涉及对学生学习效果评价。所获的启示是:按评价目的 选择局部或整体性评价标准，评价方式突出教师与学习者的评价主体地位，评价环节强化质量控制。

In recent years， Massive Open Online Courses ( MOOCs) have been developed rapidly around the world. MOOCs provide students with open access to higher education and are designed to offer students good quality learning experiences. However， considering the high drop-out rates and low completion rate of MOOC， it is still hard to claim that higher education institutions are delivering a quality education to these students. For this reason， developing an effective assessment tool to measure the quality of MOOCs has drawn a widespread attention. Some scholars concern whether the quality of MOOCs can be assessed in the same way as any defined university with traditional quality asses sing processes. Others argue that since the aims and intentions of both students and institutions differ in the context of MOOC compared to formal education， the conventional quality assessment and quality enhancement methods do not fit in the quality measurement of MOOCs. In this paper， we believe that the convectional quality assessment tool are inappropriate for assessing MOOCs and it is necessary to have a capable assessment tool. In order to develop an effective assessment tool for Chinese higher education， this paper conducted a comparison analysis of three assessment tools recently proposed by European scholars for measuring the quality of MOOCs. The first assessment tool is the EADTU's OpenupEd quality label， which refers to evaluating the MOOCs爷quality from institutional level and course level. The second one was a comprehensive evaluation index system of MOOCs， which is based on the ADECUR assessment tool and Standard UNE 66181: 2012. It evaluates four aspects of MOOCs quality: learning methods， levels of accessibility， virtual classroom environment / climate and recognition of training for employability. The last one is the Criteria to Assure Design Quality of MOOCs， which evaluates the designing quality of MOOCs. All three assessment tools refer to assessing the MOOCs learning experiences from different dimensions and each assessment tool has its advantages and limitations. Based on the analysis， the following implications are made for developing an effective assessment tool in China in the future. The first is designing an evaluation index with both flexibility and diversity. This requires using scientific methodologies to find out the most accurate and effective assessment index. The second implication is selecting multiple assessment participants in order to establish a systematic evaluation of instructional outcomes. The last one is adopting reasonable assessing processes to ensure the evaluation quality.