Peer assessment in MOOCs: The relationship between peer reviewers’ ability and authors’ essay performance

In a relatively short period of time, massive open online courses (MOOCs) have become aconsiderable topic of research and debate, and the number of available MOOCs is rapidlygrowing. Along with issues of formal recognition and accreditation, this growth in thenumber of MOOCs being developed increases the relevance of assessment quality. Withinthe context of a typical xMOOC, the current study focuses on peer assessment of essayassignments. In the literature, two contradicting theoretical arguments can be found: thatlearners should be matched with same-ability peers (homogeneously) versus that studentsshould be matched with different-ability peers (heterogeneously). Considering thesearguments, the relationship between peer reviewers’ ability and authors’ essayperformance is explored. Results indicate that peer reviewers’ ability is positively related toauthors’ essay performance. Moreover, this relationship is only established for intermediateand high ability authors; essay performance of lower ability authors appeared not to berelated to the ability of their reviewing peers. Results are discussed in relation to thematching of learners and instructional design of peer assessment in MOOCs.Teaching and Teacher Learning (ICLON