促进学习的评价:在线开放课程中同伴互评投入度研究

Assessment for Learning: A Study of Engagement of Peer Assessment in MOOC

后疫情时代,提质增效是在线开放课程内涵式发展的重要抓手。重申促进学习的评价,强调学习者的深度参与,探究学习者参与同伴互评的特点及现存问题具有重要的现实意义。文章基于国内一门在线开放课程,采用学习分析技术从结构化与非结构化数据入手,分析在线开放课程同伴互评过程中学习者的投入度,并进一步探究同伴互评投入度与学习绩效的关系。研究结果表明,在线开放课程中学习者同伴互评的行为投入及认知投入不高,但是参与同伴互评能够识别更有动力通过课程的学习者,且其认知投入度能够预测其学习绩效。基于FBM(学习行为模型)模型提出促进同伴互评投入度的两阶段干预策略,从而提高学习者参与同伴互评的投入度,并为教师及平台提供更具针对性的策略建议。

In the post-epidemic era,improving quality and efficiency is an important way for the connotative development of massive online courses.It is of great practical significance to reiterate assessment for learning,emphasize learners'deep participation,and explore the characteristics and existing problems of learners'participation in peer assessment.Based on an open online course in China,this paper adopts learning analytics to analyze learners'engagement in the process of peer assessment in an open online course from structured and unstructured data,and further explores the relationship between peer assessment engagement and learning performance.The results show that learners'behavioral and cognitive engagement in peer assessment in open online courses is not high,but participation in peer assessment can identify learners who are more motivated to pass the course,and their cognitive engagement can predict their learning performance.Therefore,based on the FBM(Fogg Behavior Model)model,a two-stage intervention strategy is proposed to promote the engagement of peer assessment so as to improve learners'engagement in peer assessment and to provide teachers and platforms with more targeted strategies.