Metropolitan tutors. All courses generate a reflective report. This is the basis of formal
assessment for the Advanced Professional Diploma.
<106> Each course has a coordinator and a year tutor. Students are also assigned personal
tutors who mark their assignments. There are no formal examinations, but rather
The CISAER interviews reveal many examples of self assessment. Here are some:
<113> Obviously there is no accreditation or assessment, apart from the self tests. One of
the aims is that teachers and anyone interested can use these materials perhaps in their
own teaching or learning.
<19> The courses are built keeping in mind the main idea of creating in the students the
sense of autonomy and responsibility in their learning. Thus, the students are encouraged
to use the available tools for self evaluation. There are moments when the student can
stop and reflect about the acquired knowledge. They check their knowledge with the
databases first, and then, if necessary they can promote a discussion with their tutor. In
fact this is a great change in the educational system, thus, in traditional universities the
evaluation is not discussed. There are always several explanations for learning
performances that are not so good, institutional difficulties, lack of money, labs not well
equipped, tools are not good. Now, with the virtual university, we have a mirror of the
university behaviors and the evaluation is mainly a process of self evaluation, it is like
having a camera in the classroom. The web is then a filmmaker of learning styles.
<47> There are compulsory assignments and questionnaires, though there is a certain
amount of flexibility as to deadlines and dates. Self assessment forms an important part of
the distance education manual timed to coincide with residential seminars. This allows the
student to do the self assessments at a time when they can check any problems with the
tutors and teachers at the seminars. This has worked very well and has allowed a smooth
progression through the materials at the face to face gatherings.
The interview analysis imply that computer assessment is relatively scarce. However there are
several examples of online quizzes, multiple choice tests, and some examples of interactive
<11> There is no emphasis on SAQs. We use TMAs a lot and they are marked by our
lecturing staff. CMAs are used a little: quizzes with a database behind them. Assessment
is formative rather than summative and there are no examinations. There is no peer
assessment, but occasional joint projects.
<35> The students are in contact with the course directors more than every day and also
in the weekends. Assessment in the form of evaluation is done during the course, there are
also interviews with students and in the end they have to fill in online questionnaires
(course evaluations). There are two exams, one after two months and one final. The
examinations are done online by multiple choice questions, and they also have to produce
materials. Cheating is not considered to be a problem.
<41> The interactive exercises that are worked on the web are in fact to a great extent self
tests, where the student is competing with himself while working the exercise. At the same
time these exercises are computer marked as the teacher has no hand in the marking. The
student sends his work to a computer located in Verkmenntaskolinn a Akureyri where the