Study On The Effect Of Rubric Types On The Quality Of Online Peer-assessment

With the continuous development of online education,more and more teachers begin to use the network to complete the teaching activities.With the development of the concept of multiple evaluation,online peer-assessment is becoming more and more important.As a peer-assessment tool,rubrics can improve the quality of online peer-assessment.However,how the rubrics affect the quality of peer-assessment needs further research.Therefore,this study conducted a quasi-experimental study to explore the impact of rubrics on the quality of online peer-assessment.Existing studies have analyzed the influence of different forms of rubrics on the quality of online peer-assessment in MOOCs,and also studied the quality of comments in online peer-assessment activities.However,the influence of different forms of rubrics on the quality of online peer-assessment in blended learning environment needs to be further tested.Most rubric designers assign the specific value or score segment according to the actual situation when making the time-sharing division,so as to carry out the comparative study of different scoring methods.Researchers rarely put forward requirements when conducting online peer-assessment,and even if they did,they were limited to the number of comments,not the content.Based on this,this study adopts quasi-experimental research method,questionnaire survey method,literature analysis method and interview method to conduct quasi-experimental research in the course of Teaching System Design,to explore the influence of different types of rubrics on the quality of online peer-assessment.First of all,based on literature analysis,three kinds of rubrics are determined in this study.According to the expression form of rubrics,they can be divided into analytical rubrics and integral rubrics.According to the scoring method of rubric,it can be divided into the scoring of score section and the scoring of specific value.According to the clear degree of comment requirements,can be divided into general requirements and specific requirements.Four dimensions of online peer-assessment quality are defined,namely peer-assessment reliability,peer-assessment validity,evaluation quality and evaluation adoption,and corresponding measurement tools are designed.Secondly,the experimental research design is carried out from three aspects: the impact of the form of rubric on the quality of online peer-assessment,the impact of the scoring method of rubric on the quality of online peer-assessment,and the impact of rubric requirements on the quality of online peer-assessment.The junior are selected to carry out a semester of teaching experiment,in which the experimental data are collected.And the data are collated and analyzed.Finally,through the analysis of the research results,it is found that the analytical rubric has higher online peer evaluation validity than the overall rubric.Both analytical rubric and global rubric have higher online peer evaluation reliability,but analytical rubric is higher.The marking method of the gauge will affect the quality of online peer-assessment,and the marking method of the score section has better reliability and validity.Specific requirements are more helpful than general requirements to improve the quality of online peer assessment and are easier to be adopted by learners.Therefore,in order to improve the quality of online peer assessment from the perspective of the design of rubrics,it is necessary to provide learners with an analytical rubric by using the marking method of score section,and put forward clear requirements for comments as far as possible.This study measures the quality of online peer-assessment by learners’ adoption of comments,and reveals that the impact of scoring methods of rubrics on the quality of online peer-assessment is not solved in the existing research,so it has a certain innovation.Of course,the course "Design of Teaching System" selected in this study has strong humanistic attributes.Whether this research conclusion is applicable to natural science courses needs to be further tested.Whether the higher the quality of online peer assessment is the better the effect of online learning still needs to be further tested in practice.