Approach to development of assignments with graphical solutions for MOOC course

Assessment tools in MOOCs vary from simple tests to customizable scripts with adaptive feedback, but commonly they check student's submission for correct answer. In real life we often meet cases where many correct answers are possible and the best solution requires good feeling of the context of implementation. This paper describes an approach experimentally implemented for online course of video technologies where engineering tasks are often based on real-life experience, not just specifications and rules. To transfer this experience a multi-layer model of assessment was proposed and partly implemented in experimental tasks. This example shows how assessment tool turns out a training platform where technically correct solution is just a start of work and variable feedback leads students to understanding of engineering approach, given by the author of the tasks.