Abstract
Educational peer assessment has proven to be a useful approach for providing students timely feedback and allowing them to help and learn from each other. Reviewers are often expected both to provide formative feedback─textual feedback telling the authors where and how to improve the artifact─and peer grading at the same time. Formative feedback is important for the authors because timely and insightful feedback can help them improve their artifacts, and peer grading is important to the teaching staff, as it provides more input to help determine final grades. In a large class or MOOC when the help from teaching staff is limited, formative feedback from their peers is the best help that the authors may receive. To guarantee the quality of the formative feedback and reliability of peer grading, instructors should keep on improving peer-assessment rubrics. In this study we used students’ feedback from the last 3 years in the Expertiza peer-assessment system to analyze the quality of 15 existing rubrics on 61 assignments. A set of patterns on peer-grading reliability and comment length were found and a set of guidelines are given accordingly.
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This project is sponsored by the National Science Foundation, on grant DUE 1432347.
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Song, Y., Hu, Z., Gehringer, E.F. (2015). Closing the Circle: Use of Students’ Responses for Peer-Assessment Rubric Improvement. In: Li, F., Klamma, R., Laanpere, M., Zhang, J., Manjón, B., Lau, R. (eds) Advances in Web-Based Learning -- ICWL 2015. ICWL 2015. Lecture Notes in Computer Science(), vol 9412. Springer, Cham. https://doi.org/10.1007/978-3-319-25515-6_3
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DOI: https://doi.org/10.1007/978-3-319-25515-6_3
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