# Improving Assessment on MOOCs Through Peer Identification and Aligned Incentives

## TL;DR

This paper introduces the IPR framework to enhance peer assessment in MOOCs by providing non-blind reviews and incentives, resulting in higher quality feedback and increased peer interaction.

## Contribution

The paper proposes a novel peer review framework that improves feedback quality and engagement in MOOC peer assessments.

## Key findings

- IPR yields longer, more useful feedback
- IPR increases peer discussion and interaction
- IPR outperforms traditional peer assessment methods

## Abstract

Massive Open Online Courses (MOOCs) use peer assessment to grade open ended questions at scale, allowing students to provide feedback. Relative to teacher based grading, peer assessment on MOOCs traditionally delivers lower quality feedback and fewer learner interactions. We present the identified peer review (IPR) framework, which provides non-blind peer assessment and incentives driving high quality feedback. We show that, compared to traditional peer assessment methods, IPR leads to significantly longer and more useful feedback as well as more discussion between peers.