COIL is proud to have supported the Scalable Assessment in MOOC Courses project through our Research Initiation Grant Program.
Massive open online courses (MOOCs) have arisen prominently since 2011. Many of these courses
have greater than 50,000 students enrolled, and thus assessment has critical challenges, including 1) scalability of assessment for so many students, and 2) course engagement and completion. Using our Fall 2013 MOOC in “Creativity, Innovation, and Change” to take data, we aim to compare two models of peer-to-peer scalable assessment (Calibrated Peer-to-Peer (CPTP) Review, and an “Amazon.com Model”) with a Control Model similar to typical faculty/teaching assistant grading. We will seek to answer the following questions:
2. Reviewer engagement. Do more students respond when using the Amazon Model, or the CPTP? What differences in assessment occurs when reviewers rate high or low-performing students?
3. Student persistence. How is the quantity of feedback a student receives correlated with course completion? Only correlation, not causation, will be examined in the present research. We will use this research to guide future offerings of our course, and we aim to help other MOOC faculty by disseminating our work broadly.
Department of Chemical Engineering
108 Fenske Lab
University Park, PA 16802