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Peer and Self Assessment in Massive Online Classes

In: Design Thinking Research

Author

Listed:
  • Chinmay Kulkarni

    (Stanford University)

  • Koh Pang Wei

    (Stanford University
    Coursera, Inc.)

  • Huy Le

    (Coursera, Inc.)

  • Daniel Chia

    (Stanford University
    Coursera, Inc.)

  • Kathryn Papadopoulos

    (Stanford University)

  • Justin Cheng

    (Stanford University)

  • Daphne Koller

    (Stanford University
    Coursera, Inc.)

  • Scott R. Klemmer

    (Stanford University
    University of California)

Abstract

Peer and self assessment offer an opportunity to scale both assessment and learning to global classrooms. This paper reports our experiences with two iterations of the first large online class to use peer and self assessment. In this class, peer grades correlated highly with staff-assigned grades. The second iteration had 42.9 % of students’ grades within 5 % of the staff grade, and 65.5 % within 10 %. On average, students assessed their work 7 % higher than staff did. Students also rated peers’ work from their own country 3.6 % higher than those from elsewhere. We performed three experiments to improve grading accuracy. We found that giving students feedback about their grading bias increased subsequent accuracy. We introduce short, customizable feedback snippets that cover common issues with assignments, providing students more qualitative peer feedback. Finally, we introduce a data-driven approach that highlights high-variance items for improvement. We find that rubrics that use a parallel sentence structure, unambiguous wording and well-specified dimensions have lower variance. After revising rubrics, median grading error decreased from 12.4 to 9.9 %.

Suggested Citation

  • Chinmay Kulkarni & Koh Pang Wei & Huy Le & Daniel Chia & Kathryn Papadopoulos & Justin Cheng & Daphne Koller & Scott R. Klemmer, 2015. "Peer and Self Assessment in Massive Online Classes," Understanding Innovation, in: Hasso Plattner & Christoph Meinel & Larry Leifer (ed.), Design Thinking Research, edition 127, pages 131-168, Springer.
    • Handle: RePEc:spr:undchp:978-3-319-06823-7_9
    DOI: 10.1007/978-3-319-06823-7_9
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    Cited by:

    1. Stanković Jovica & Milovanović Slavoljub & Radović Ognjen, 2017. "Applying the Moodle Platform in Online Student Self-Assessment," Economic Themes, Sciendo, vol. 55(2), pages 281-304, June.
    2. Habiba Boumlik & Reem Jaafar & Ian Alberts, 2018. "Interdisciplinary Connections Across the Curriculum: Fostering Collaborations between Freshman and Capstone Students Through Peer-Review Assignments," International Journal of Higher Education, Sciedu Press, vol. 7(5), pages 1-61, October.

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