Framing Feedback: Choosing Review Environment Features that Support High Quality Peer Assessment
Framing Feedback: Choosing Review Environment Features that Support High Quality Peer Assessment
复制标题
框架反馈：选择支持高质量同行评估的评审环境功能
DOI：
10.1145/2858036.2858195
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
S. Klemmer
中科院分区：
文献类型：
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作者：
Catherine M. Hicks;Vineet Pandey;C. Fraser;S. Klemmer
同伴评估在在线学习中迅速发展，因为它提供了一种解决可扩展性挑战的方法。然而，研究表明，同行评议的好处是不一致的。本文探讨了为什么，介绍了三种方式，制定任务目标显着改变评论。三个实验操纵功能的审查环境。首先，增加一个数字规模开放文本审查发现，引起更多的解释，但质量较低的评论。第二，将复习任务分成短而分块的阶段，会引发更多样化的反馈。最后，将草稿沿着完成的作品一起展示给评论者，会引发更多的评论，这些评论更关注作品的目标而不是美学细节。这些研究结果表明，精心构建在线学习环境，以确保高质量的同行评议的重要性。
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.