Enhanced Peer Assessment in MOOC Evaluation Through Assignment and Review Analysis ARTICLE
Ramn Alcarria, Universidad Politcnica de Madrid. E.T.S.I. en Topografa, Geodesia y Cartografa. Campus Sur de la UPM. Km 7.5 de la Autova de Valencia. 28031 Madrid ; Borja Bordel, Diego Martn de Andrs, Toms Robles, Universidad Politcnica de Madrid. ETSI Telecommunication. Av. Complutense N 30 28040 Madrid
iJET Volume 13, Number 1, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany
The rapid evolution of MOOCs in recent years has produced a change in the education of students and in the development of professional skills. There is an increasing pressure on universities to establish procedures for the recognition and certification of student participation in MOOCs. In order to guarantee that the evaluation procedures are in line with the quality of the procedures traditionally established in the university, a proposal for an enhanced peer assessment is required to allow a more precise review of the students' tasks and the assessments provided by his colleagues, considering procedures of verification of originality and a complete rubric for the peer review that takes into account reviewer\u2019s history for a correct grade calibration. This paper describes the implementation of the evaluation tool, and an experimental validation that indicates that the majority of the students who have used the tool for the revision of assignments have generated grades closer to the revisions generated by the professors in the study.
Alcarria, R., Bordel, B., Martn de Andrs, D. & Robles, T. (2018). Enhanced Peer Assessment in MOOC Evaluation Through Assignment and Review Analysis. International Journal of Emerging Technologies in Learning (iJET), 13(1), 206-219. Kassel, Germany: International Association of Online Engineering. Retrieved February 25, 2018 from https://www.learntechlib.org/p/182233/.
© 2018 International Association of Online Engineering