2 nd International Conference on Educational Assessment and Policy (ICEAP 2019) ISBN: 978-602-259-182-5 © 2019 164 ONLINE ASSESSMENT DESIGNS IN MOOCS: A META-ANALYSIS Malissa Maria Mahmud Centre for English Language Studies, Sunway University Petaling Jaya, Selangor, Malaysia Susila Madasamy Centre for English Language Studies, Sunway University Petaling Jaya, Selangor, Malaysia Yazilmiwati Yaacob General Studies Department, Sunway University Selangor, Malaysia Othman Ismail Academy of Language Studies, University of Technology MARA Selangor, Malaysia Chandra Reka Ramachandiran School of Computing, Asia Pacific University chandra.reka@apu.edu.my ABSTRACT The impetus to advocate alternative modes of education through online platforms has begotten the media’s attention and to date, major research universities have instituted online content for worldwide consumption. Originally conceptualized as a means for escalating the reach and accessibility of learning materials, Massive Open Online Courses (MOOCs) have been seen as the forefront of the 21 st century education. However, the development of MOOCs has stagnant over the recent years. This is especially the case for variability of assessments styles in MOOCs, vital in regulating the quality of education. Thus, this paper examines the natures of emerging assessment styles in MOOCs and their respective outcomes. Eight samples were derived based on their relevance and established priori to probe on the assessments’ designs in which the magnitude of effect size (ES) for the selected samples were tabulated according to the Cohen’s d formula and benchmark (1988; 1992). The outcomes were organized according to four categories of variables: Performance, Attitude, Interaction and Satisfaction. Additional qualitative data was also recorded. Findings juxtapose that the majority of outcomes were within the Performance variable, measured with significant number of small effect sizes. Medium and large effect sizes were also yielded from multiple outcomes; however, the generated negative effect sizes were also noticeably present. Overall, the effect sizes suggest an all-encompassing positive repercussions of quality assessment employed within the MOOCs context. Nonetheless, this paper acknowledges the limitations and possible confounds within the current landscape of MOOCs assessment styles; thus, further researches are indispensable to grasp the complete functionality. KEYWORDS MOOCs, Assessment, Cohen’s d, Effect Size, Educational Technology. 1. INTRODUCTION The contention of technological integration in the context of teaching and learning has indisputably gained immense and legitimate considerations in the past decade. The advances in technological interventions and Web 2.0 have impelled HEIs in Malaysia to experiment with novel pedagogical