Authors:
Ahmed Mohamed Fahmy Yousef
1
;
Usman Wahid
1
;
Mohamed Amine Chatti
1
;
Ulrik Schroeder
1
and
Marold Wosnitza
2
Affiliations:
1
RWTH Aachen University, Germany
;
2
RWTH Aachen Univeristy, Germany
Keyword(s):
Massive Open Online Courses, MOOCs, Blended MOOCs, bMOOCs, Peer Assessment, Collaborative Learning, Rubrics.
Related
Ontology
Subjects/Areas/Topics:
Assessment and Accreditation of Courses and Institutions
;
Blended Learning
;
Computer-Supported Education
;
e-Learning
;
e-Learning Platforms
;
Learning/Teaching Methodologies and Assessment
;
Simulation and Modeling
;
Simulation Tools and Platforms
;
Social Context and Learning Environments
Abstract:
Massive Open Online Courses (MOOCs) have a remarkable ability to expand access to a large scale of
participants worldwide, beyond the formality of the higher education systems. MOOCs support participants
to be actively involved in collaborative learning and construct their own learning experience in a variety of
domains. However, one of the biggest challenges facing MOOCs is how to assess the learners’ performance
in a massive learning environment beyond traditional automated assessment methods. To address this
challenge, peer assessment has been proposed as an effective assessment method in MOOCs. The problem
is, however, how to ensure the quality of the peer assessment in terms of validity and reliability. Moreover,
assessment in blended MOOCs (bMOOCs) introduces unique challenges regarding the best peer assessment
model in a learning environment that brings together face-to-face interactions and online activities. This
paper presents the details of a study conducted to investigate
peer assessment in bMOOCs. The study results
show that flexible rubrics have the potential to make the feedback process more accurate, credible,
transparent, valid, and reliable, thus ensuring the quality of the peer assessment task.
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