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FrancoAngeli Journals

Articles/Articoli

Vol. 12 No. 2 (2021): Evaluation, feedback, equity: a challenge in education

Concepts of Open Education and instances of equity. Pedagogical issues and approaches to assessment

DOI
https://doi.org/10.3280/ess2-2021oa12486
Submitted
settembre 7, 2021
Published
2021-12-21

Abstract

This paper analyses the evolution of openness in Higher Education in the last Fifty years, adopting equity as a key to the interpretation.

Moving from five normative instances of equity, this paper proposes an analysis of two different concepts of openness, with specific focus on evaluation and assessment: the first one had developed since the UK Open University foundation in 1969, then coming to maturation in the Nineties and in the first years of the 21st Century with the Open Distance Learning approach; the second one was influenced by the Open Source Software and is mainly based on free access to resources and courses, as in the Open Educational Resources and in the Massive Open Online Courses.

This paper shows how all the forms of openness it analyses actually pursue an ideal of equity, but referring to different, sometimes diverging, approaches of it.

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