Peer grading in a MOOC: Reliability, validity, and perceived effects
Published | July 2014 |
Journal | Online Learning Volume 18, Issue 2, Pages 1-14 |
ABSTRACT
Peer grading affords a scalable and sustainable way of providing assessment and feedback to a massive student population, and has been used in massive open online courses (MOOCs) on the Coursera platform. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading as well as its perceived effects on students’ MOOC learning experience. The empirical findings proved that the aggregate ratings of student graders can provide peer grading scores that were fairly consistent and highly similar to the instructor grading scores. Student responses to a survey also show that the peer grading activity was well received as the majority of MOOC students believed it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.Keywords | MOOC research · MOOCs · peer grading · reliability · validity |
ISSN | 2472-5730 |
Other number | 2 |
Refereed | Yes |
Rights | Open Access Policy This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. |
DOI | 10.24059/olj.v18i2.429 |
URL | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/429 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 51 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Enhancing the student experience: integrating MOOCs into campus based modules
Fair, Nicholas; Harris, Lisa; León-Urrutia, Manuel
Massive Open Online Courses (MOOCs) are continuing to expand in Higher Education Institutions (HEIs). According to Class Central, over 1500 courses started in May 2017 alone. In some cases, these courses are becoming ...
Match: MOOC research; MOOCs
How MOOC instructors view the pedagogy and purposes of massive open online courses
Evans, Suzannah; Myrick, Jessica Gall
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the ...
Match: MOOC research; MOOCs
Open Educational Resources: Access to high-quality education for all
Evertse, Judith
This article deals with what Open Educational Resources (OER actually are, what the benefits are, and what points need to be considered.
Open Educational Resources (OER) are learning materials that are freely available ...
Match: reliability
Learning support of MOOCs in China
Zheng, Qinhua; Chen, Li; Burgos, Daniel
MOOCs' high dropout rate has been widely criticized. It is one of the measures to reduce the dropout rate by establishing a perfect learning support service system and enhancing the learning support service capacity. ...
Match: MOOC research
Learner analysis of Chinese MOOCs
Zheng, Qinhua; Chen, Li; Burgos, Daniel
Learning is fundamentally an activity conducted by learners, so it is necessary to pay attention to Chinese learners of MOOCs in this study and to listen to their voice. What do we know about them? How are they learning ...
Match: MOOC research
Experiential online development for educators: The example of the Carpe Diem MOOC
Salmon, Gilly; Gregory, Janet; Lokuge Dona, Kulari; Ross, Bella
We report on educators' experiences of a massive open online course (MOOC) focused on the Carpe Diem learning design process. The MOOC was developed in-house using Blackboard CourseSites by a university innovation and ...
Match: MOOC research
Comparing institutional MOOC strategies 2015 country report - Israel: Status report based on a mapping survey conducted in October - December 2015
Kalman, Yoram M.; Jansen, Darco; Goes-Daniels, Miriam; European Association for Distance Teaching Universities; HOME Project
Executive Summary
This report details the responses of seven Israeli higher education institutions (HEIs) to survey questions about their MOOC offerings, and compares them to other European HEIs. The surveys show that ...
Match: MOOC research
Who are with us: MOOC learners on a FutureLearn course
Liyanagunawardena, Tharindu Rekha; Lundqvist, Karsten Øster; Williams, Shirley Ann
Massive open online courses (MOOCs) attract learners with a variety of backgrounds. Engaging them using game development was trialled in a beginner's programming course, “Begin programming: build your first mobile ...
Match: MOOC research
Certificate authentication and credit system of MOOCs in China
Zheng, Qinhua; Chen, Li; Burgos, Daniel
Credit recognition in MOOCs is believed to be a key driver for the comprehensive reform of the higher education system, and relevant documents have been issued by China's Ministry of Education to encourage innovation in ...
Match: MOOC research
Have disruptive innovations arrived at the gates of academia?
Santandreu, David; Falconer, Liz
Disruptive technologies in education and particularly Massive Open Online Courses (MOOCs) continue to be one of the polarising and most controvertible topics in postsecondary education, as they have yet to deliver on ...
Match: MOOC research