摘要：Peer feedback has become a common practice in MOOCs for its capacity to scale
formative assessment and feedback on higher-order abilities. Though many
practices for improving peer assessment have been examined, there is a lack of
knowledge of how instructional design and platform features affect the quality of
peer assessment and the relative frequency of different types of peer feedback
comments. This study aimed to improve understanding of the relationship between
quality of feedback and peer-feedback’ pedagogical design. Peer feedback
instructional design and peer feedback comment data were examined from two
MOOCS in a similar domain of personal relevance but with substantially different
designs. Country of origin of the feedback provider was also examined to control
for cultural/linguistic effects. Differences between the two courses were observed
in both the pedagogical designs and in the focus of peer comments, suggesting that
peer feedback design is an important guide for the focus of peer feedback
comments. Furthermore, the results support the idea that instructional design
features, mainly the guide’ structure and focus, determine the type of comments
that participants will produce and hence receive.
