Massive Open Online Courses (MOOCs) use peer assessment to grade open ended questions at scale, allowing students to provide feedback. Relative to teacher based grading, peer assessment on MOOCs traditionally delivers lower quality feedback and fewer learner interactions. We present the identified peer review (IPR) framework, which provides non-blind peer assessment and incentives driving high quality feedback. We show that, compared to traditional peer assessment methods, IPR leads to significantly longer and more useful feedback as well as more discussion between peers.
Assessment is important to the pedagogy of MOOCs @cite_6 . MOOCs utilize peer assessment to assess student's work in a scalable way, not dependent on a one to many teacher to student relationship, but, optimal methods of choosing graders and assignments to grade remains an open question @cite_3 . The benefits of peer assessment include improvement of higher order thinking skills, consolidation of topical knowledge, and individualized feedback for each participant @cite_0 . Giving and getting feedback has been identified as an effective way to learn in online @cite_2 and in the classroom.
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We have implemented a peer grading system for review of student assignments over the World Wide Web and used it in approximately eight courses in computing and electrical engineering. Students prepare their assignments and submit them to our Peer Grader (PG) system. Other students are then assigned to review and grade the assignments. The system allows authors and reviewers to communicate, with authors being able to update their submissions. Unique features of our approach include the ability to submit arbitrary sets of Web pages for review, and mechanisms for encouraging careful review of submissions. Electronic peer review facilitates collaborative learning in several ways. First, there is the obvious fact that students can learn from their reviewers' comments. Second, students help each other to improve their communication skills. Third, in team projects, peer review allows team members to be assessed by each other. Finally, peer review makes it possible to break up a large project into small chunks. In fact, new releases of PG are being developed in exactly this way. Joshua Brown, Adam Mikeal, and Alysha Clark provided substantial feedback that greatly enhanced the value and clarity of the information in this article. Abstract Two of the largest Massive Open Online Course (MOOC) organizations have chosen different methods for the way they will score and provide feedback on essays students submit. EdX, MIT and Harvard’s non-profit MOOC federation, recently announced that they will use a machine-based Automated Essay Scoring (AES) application to assess written work in their MOOCs. Coursera, a Stanford startup for MOOCs, has been skeptical of AES applications and therefore has held that it will use some form of human-based “calibrated peer review” to score and provide feedback on student writing. This essay reviews the relevant literature on AES and UCLA’s Calibrated Peer ReviewTM (CPR) product at a high level, outlines the capabilities and limitations of both AES and CPR, and provides a table and framework for comparing these forms of assessment of student writing in MOOCs. Stephen Balfour is an instructional associate professor of psychology and the Director of Information Technology for the College of Liberal Arts at Texas A&M University. Complex, interactive, and far-reaching change ushered in by globalisation processes compels educators, scholars, and policymakers to consider a pedagogy of the future. No other institution than public education is in the position to take on the "reeducation of humankind" that Paul Kennedy professed is needed to face the continuous change taking place worldwide. A pedagogy of the future—one that addresses a social reality in flux and an ongoing redefinition of political, moral, and social foundations—is one fundamental way to respond to such an immense undertaking. The pedagogy I propose in this article aims at nothing less than creating a new consciousness, beginning with preparing socially conscious, multidimensional citizens of the world. Using a sociocultural perspective on learning and development, I lay out a few key pedagogical goals that show great promise for facilitating the necessary shift from an industrial model of preparing individuals for a hierarchical, routinised, and predicable workplace ...