The student self-assessment paradigm in MOOC: An example in Chinese higher education


  • Tingting Duan Universidad Politécnica del Noroeste, Xi’an
  • Binghui Wu Universidad Normal de Shaanxi


MOOC, MOOC learning, self-assessment, interpretative structure, lifelong learning, cognitive learning.


Although scholars have proposed many types of self-assessment methods. There are still many teachers in China who
consider that student self-assessment is “difficult to implement”. This paper aims to optimize the assessment of MOOC
learning, and to establish an integrated student self-assessment paradigm with “student-centered, teacher, and peer auxiliary”.
We started by selecting nine key factors that influence the implementation of self-assessment in MOOCs. Then, we clarified
the relationship between the nine factors by using the interpretative structure model (ISM) and the MICMAC analysis, and a
six-level paradigm of integrated student self-assessment was established. Moreover, we put forward the following suggestions
to optimize student self-assessment in MOOC learning. First, it’s necessary to consider student self-assessment in MOOCs as
a formative assessment method. Second, universities should enhance student awareness of self-assessment through publicity.
Third, institutions of higher education could set up assessment courses to enhance the quality of assessment of students.
Fourth, schools should optimize the environment of student self-assessment with the help of technology. This study is of
great significance for students to make self-assessment become the basis of online learning and thus perfect the research on
MOOC learning.



How to Cite

Duan, T., & Wu, B. (2023). The student self-assessment paradigm in MOOC: An example in Chinese higher education. Comunicar, 31(75), 115–128. Retrieved from