Enhancing Peer Assessment Validity with Engagement Behaviors: A Structural Equation Modeling Approach

Abstract

Peer Assessment is an essential activity in massive open online courses (MOOCs) to provide students with evaluation and feedback in a timely manner. However, the lack of instructor involvement and the diverse student population have raised the concern regarding its credibility, and there has been insufficient validity evidence to support the interpretation and refinement of current peer assessment approach. The present paper proposed a comprehensive framework to examine the validity evidence of peer assessment scores in MOOCs by analyzing the interplay among peer assessment ratings, instructor ratings, and various peer engagement behaviors in MOOCs. The study results can extend our understanding of peer assessment approach and inform its future usage and refinement in MOOCs.