Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer Review™
Research & Practice in Assessment Volume 8,
Two of the largest Massive Open Online Course (MOOC) organizations have chosen different methods for the way they will score and provide feedback on essays students submit. EdX, MIT and Harvard's non-profit MOOC federation, recently announced that they will use a machine-based Automated Essay Scoring (AES) application to assess written work in their MOOCs. Coursera, a Stanford startup for MOOCs, has been skeptical of AES applications and therefore has held that it will use some form of human-based "calibrated peer review" to score and provide feedback on student writing. This essay reviews the relevant literature on AES and UCLA's Calibrated Peer Review™ (CPR) product at a high level, outlines the capabilities and limitations of both AES and CPR, and provides a table and framework for comparing these forms of assessment of student writing in MOOCs.
Balfour, S.P. (2013). Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer Review™. Research & Practice in Assessment, 8, 40-48.
Cited ByView References & Citations Map
Lars Bollweg, Maik Kurzke, K M Asif Shahriar & Peter Weber, Fachhochschule Südwestfalen, Germany
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1455–1464
Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)
Aras Bozkurt & Ela Akgn-zbek, Anadolu University; Olaf Zawacki-Richter, Carl von Ossietzky University of Oldenburg
The International Review of Research in Open and Distributed Learning Vol. 18, No. 5 (Aug 15, 2017)
Xueyun Qian, Competence Center E-Commerce (CCEC), Germany; Peter Weber, Fachhochschule Südwestfalen, Germany; Klaus Wölfel, Nexedi GmbH, Germany
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 74–83
Yong Chen, Old Dominion University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
Developing MOOCs to Narrow the College Readiness Gap: Challenges and Recommendations for a Writing Course
Shoba Bandi-Rao, Borough of Manhattan Community College, CUNY, United States; Christopher Devers, Indiana Wesleyan University, United States
International Journal on E-Learning Vol. 14, No. 3 (July 2015) pp. 351–371
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.