Using Open Assessment Trust Model to Build Peer Assessment in MOOCs

• Main Authors: Fu-BinHuang, 黃富彬
• Other Authors: JrJung Lyu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/19901404270876086109

碩士 === 國立成功大學 === 資訊管理研究所 === 103 === Peer assessment offers an opportunity to reflect on learning and has the important function of supporting massive open online courses (MOOCs), thereby realizing the possibility of global classrooms. However, in an open environment, although peer assessment can help with learning, assessment trust is still a problem that needs to be improved. Therefore, the main purpose of this study is (1) to verify the usefulness and trustworthiness of peer assessment, and (2) to discuss the development possibilities of multiple-tier peer assessment. For peer assessment mechanism design, we proposed an open assessment trust model (OATM). First, an OATM uses the evaluating rubrics learning model (ERLM) to solve the question of poor quality peer feedback, thereby enhancing the learning efficiency of learners in a course. Subsequently, the OATM uses an open assessment peer assessment (OAPA) to achieve a third-party observation strategy, thereby creating a transparent and trustworthy assessment environment. We selected 78 university students from professional required courses and 62 university students from general education elective courses as experimental subjects, and experimented in small private online course (SPOCs) environments. By questionnaire and ANOVA analysis, we found that (1) peer assessment is useful and trustworthy, especially in elective courses. In addition, regarding the aspect of identity mode choice and the number arrangement of raters, we suggested that required courses should use real-names, yet elective courses do not have to consider this factor, and the number of raters should be at least 6. (2) The effects of using a third-party viewer to make a multiple-tier peer assessment were limited. Taking into account the amount of time and spirit invested, we do not suggest using an OATM. If the OATM’s learning mechanisms before assessment are used in a single tier peer assessment, this may be used as a future direction of this study.