Paper Info
Title
Framing Feedback: Choosing Review Environment Features that Support High Quality Peer Assessment.
Abstract
Peer assessment is rapidly growing in online learning, as it presents a method to address scalability challenges. However, research suggests that the benefits of peer review are obtained inconsistently. This paper explores why, introducing three ways that framing task goals significantly changes reviews. Three experiments manipulated features in the review environment. First, adding a numeric scale to open text reviews was found to elicit more explanatory, but lower quality reviews. Second, structuring a review task into short, chunked stages elicited more diverse feedback. Finally, showing reviewers a draft along with finished work elicited reviews that focused more on the work's goals than aesthetic details. These findings demonstrate the importance of carefully structuring online learning environments to ensure high quality peer reviews.
Year
DOI
Venue
2016
10.1145/2858036.2858195
CHI
Keywords
Field
DocType
Online education, peer review, massive open online courses, educational technology, distance learning
Educational technology,Framing (construction),Peer assessment,Peer review,Computer science,Distance education,Open text,Peer feedback,Multimedia,Technical peer review
Conference
ISBN
Citations 
PageRank 
978-1-4503-3362-7
7
0.45
References 
Authors
10
4
Name
Order
Citations
PageRank
Catherine M. Hicks180.80
Vineet Pandey2193.43
C. Ailie Fraser3204.83
Scott Klemmer42977197.02