https://orcid.org/0000-0002-6840-7718
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ABSTRACT
We report on a systematic review of the landscape of peer assessment in massive open online courses (MOOCs) with papers from 2014 to 2020 in 20 leading education technology publication venues across four databases containing education technology–related papers, addressing three research issues: the evolution of peer assessment in MOOCs during the period 2014 to 2020, the methods used in MOOCs to assess peers, and the challenges of and future directions in MOOC peer assessment. We provide summary statistics and a review of methods across the corpus and highlight three directions for improving the use of peer assessment in MOOCs: the need for focusing on scaling learning through peer evaluations, the need for scaling and optimizing team submissions in team peer assessments, and the need for embedding a social process for peer assessment.
Disclosure statement
No potential conflict of interest was declared by the authors.
Additional information
Notes on contributors
Dilrukshi Gamage
Dilrukshi Gamage is a PhD student in the field of human-computer interactions specializing in educational technology: MOOCs from the University of Moratuwa, Sri Lanka. Her research interests include computational social science, learning behaviors, and human-computer interactions.
Thomas Staubitz
Thomas Staubitz is a lecturer at the Hasso Plattner Institute at the University of Potsdam, from where he received his PhD specializing assessments in MOOCs. His general research topics are in the area of e-learning and MOOCs.
Mark Whiting
Mark Whiting is a postdoctoral researcher under Duncan J. Watts at the University of Pennsylvania in both computer and information science at the School of Engineering and in applied science and operations, information and decisions at the Wharton School of Business. Mark builds systems to study and scaffold improved collaboration.