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Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review
Meek, Sarah E.M. · Blakemore, Louise · Marks, Leah

PublishedAugust 2017
JournalAssessment & Evaluation in Higher Education
Volume 42, Issue 6, Pages 1000-1013
CountryUnited Kingdom, Europe

ABSTRACT
Many aspects of higher education must be reconceptualised for massive open online courses (MOOCs). Formative and summative assessment of qualitative work in particular requires novel approaches to cope with the numbers involved. Peer review has been proposed as one solution, and has been widely adopted by major MOOC providers, but there is currently little evidence about whether it is appropriate or under what conditions. Here, we examine student participation, performance and opinions of a peer review task in a biomedical science MOOC. We evaluate data from approximately 200 student topic summaries and 300 qualitative peer reviews of those summaries, and compare these to student demographic data (gender, age, employment status, education, national language) and to performance in multiple choice tests. We show that higher performance in the written topic summary correlated with both higher participation in the peer review task and with writing higher quality peer reviews. Qualitative analysis of s...

Keywords assessment · higher education · MOOC research · peer review

ISSN1469-297X
RefereedYes
Rights© ResearchGate 2018. All rights reserved.
DOI10.1080/02602938.2016.1221052
URLhttps://www.researchgate.net/publication/306241371_Is_peer_review_an_appropriate_form_of_assessment_in_a_MOOC_Student_participation_and_performance_in_formative_peer_review
Other informationAssessment & Evaluation in Higher Education
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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