ERIC Number: EJ1082824
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Using Scaffolded Rubrics to Improve Peer Assessment in a MOOC Writing Course
Ashton, Scott; Davies, Randall S.
Distance Education, v36 n3 p312-334 2015
This study explored the value of using a "guided rubric" to enable students participating in a massive open online course in writing to produce more reliable assessments of their fellow students' writing. To test the assumption that training students to assess will improve their ability to provide quality feedback, a multivariate factorial analysis was used to determine differences in assessments made by students who received guidance on using a rating rubric and those who did not. Although results were mixed, on average students who were provided no guidance in scoring writing samples were less likely to successfully differentiate between novice, intermediate, and advanced writing samples than students who received rubric guidance. Rubric guidance was most beneficial for items that were subjective, technically complex, and likely to be unfamiliar to the student. Items addressing relatively simple and objective constructs were less likely to be improved by rubric guidance.
Descriptors: Online Courses, Writing Evaluation, Peer Evaluation, Feedback (Response), Factor Analysis, Writing Instruction, Scoring Rubrics, Science Fiction, Fantasy, Student Surveys, Likert Scales, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A