dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | Paffen, Christiaan | |
dc.contributor.author | Venderink, Janne | |
dc.date.accessioned | 2022-07-26T00:00:52Z | |
dc.date.available | 2022-07-26T00:00:52Z | |
dc.date.issued | 2022 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/41928 | |
dc.description.abstract | Extensive evaluation of MOOCs can be nearly impossible for teachers due to the immense
amount of work. The most applied evaluation tools in MOOCS therefore comes in the form
of peer assessment. This form of assessment is affected by a multitude of variables, which
have not always been accounted for in existing research. The present study aims to provide
a clear overview of knowledge and gaps on the different variables that affect peer
assessment, by categorizing these into behavioural and structural variables. Specifically, a
lack of knowledge exists on the behavioural variables affecting the peer assessment
process and outcomes. This knowledge is extended by empirical findings. The present
study consists of two parts with two different research methods: the first part provides a
structured overview of variables that affect peer assessment and identifies knowledge gaps
through a systematic literature review. To generate new insights on most particularly the
behavioural variables, three focus group sessions with university students were carried
out. During these focus groups, opinions and experiences with regard to peer assessment
were discussed. These focus group sessions comprise the second part of this research. This
paper especially contributes to existing knowledge by unravelling the variable motivation
and the potential ways to increase student motivations for thoroughly and truthfully
engaging in the peer assessment process. Although this study contributes to determining
how peer assessment is most optimally implemented, many ambiguities still exist around
the optimal implementation of certain variables. Therefore, providing a straightforward
advice for optimal course design is not reasonable, though a clear overview with
recommendations and trade-offs for each variable is given. The present study helps course
designers to decide which identified variables of peer assessment to implement in the
course, and remaining knowledge gaps are identified for which recommendations for future
research are made. | |
dc.description.sponsorship | Utrecht University | |
dc.language.iso | EN | |
dc.subject | This research investigates which factors to incorporate in designing a course with peer assessment. This is done in a qualitative manner through a systematic literature and focus groups. Variables that play a role in peer assessment are discussed individually and are categorized over structural annd behavioural factors. | |
dc.title | Using peer assessment in online
courses: a qualitative approach to
deciding which behavioural and
structural variables to incorporate in
MOOC design | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.keywords | peer assessment; course design; mooc; evaluation; feedback; motivation; anonymity | |
dc.subject.courseuu | Applied Cognitive Psychology | |
dc.thesis.id | 6704 | |