汪 琼， 欧阳嘉煜， 范逸洲
【关 键 词 】：
MOOC； 同伴互评； 反思意识； 评语字数； 评语质量； 学习成效
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.