MOOC同伴作业互评中反思意识与学习成效的关系研究

Study on the Relationship between Reflective Awareness and Learning Outcomes in Peer Assessment of MOOCs

同伴互评是MOOC中经常采用的一种教学活动。为了帮助学习者自信地对他人作业做出客观公正的评价并促进自我反思,课程团队会提供作业反思框架,即评价量规,希望学习者在使用评价量规撰写评语的过程中不断加深对课程教学目标的理解,通过观摩评议同伴作业促进自我反思。但教学用意未必所有学生都能够领会并落实,MOOC中有多少学习者在作业互评过程中具有反思意识、反思意识程度如何、反思意识与学业成效之间是否存在关联,是本研究感兴趣的问题。通过对“教师如何做研究”MOOC课程中79287条同伴互评数据进行深入分析后发现:在自然无干预的状态下,大部分学习者有一定的反思意识,但撰写的评语质量还有待提升;成绩合格者的评语长度和评语质量与学习成效呈现显著正相关,这表明同伴互评的评语长度及质量可以作为学习成效的预测指标。研究在使用定量方法对MOOC学习者评语数据进行教学意义分析方面作了一些方法尝试,可为后续研究提供参考。

Peer assessment is an instructional activity commonly used in MOOCs. In order to help learners confidently comment on others' assignments and promote their self-reflection, the instructors usually provide a rubric as the reflection framework and hope that learners can deepen their understanding of the teaching objectives in the process of writing comments with the rubric. However, not all students understand the real intention of peer assessment. This study is interested in how many learners in MOOCs have reflective awareness during homework mutual assessment, the degree of reflective awareness, and whether there is a correlation between reflective awareness and academic performance. Through in-depth analysis of 79287 pieces of peer mutual assessment data in the course "How Teachers Do Research", it is found that, in the absence of natural intervention, most learners have certain reflective awareness, but the quality of the written comments still needs to be improved. The length and quality of the comments of qualified students are positively correlated with their learning outcomes, which indicates that the length and quality of the comments could be used as a predictor of learning outcomes. This study attempts to use quantitative methods to analyze the teaching significance of learners' comments in MOOCs and provide reference for subsequent studies.