Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Peer grading is widely used in MOOCs and in standard university settings. The quality of grades obtained via peer grading is essential for the educational process. In this work,  study the factors that influence errors in peer grading.  analyze 288 assignments with 25,633 submissions and 113,169 reviews conducted with CrowdGrader, a b based peer grading tool. First,  found that large grading errors are generally more closely correlated with hard-to-grade submission, rather than with imprecise students. Second,  detected a ak correlation beten review accuracy and student proficiency, as measured by the quality of the student's own work. Third,  found little correlation beten review accuracy and the time it took to perform the review, or how late in the review period the review was performed. Finally,  found a clear evidence of tit-for-tat behavior when students give feedback on the reviews they received.  conclude with remarks on how these data can lead to improvements in peer-grading tools.
['Luca de Alfaro', 'Michael Shavlovsky']
I am writing a research paper on a idea Dynamics of Peer Grading: An Empirical Study
[{"from": "human", "value": "I am writing a research paper on a idea Dynamics of Peer Grading: An Empirical Study"}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Peer grading is widely used in MOOCs and in standard university settings. The quality of grades obtained via peer grading is essential for the educational process. In this work,  study the factors that influence errors in peer grading.  analyze 288 assignments with 25,633 submissions and 113,169 reviews conducted with CrowdGrader, a b based peer grading tool. First,  found that large grading errors are generally more closely correlated with hard-to-grade submission, rather than with imprecise students. Second,  detected a ak correlation beten review accuracy and student proficiency, as measured by the quality of the student's own work. Third,  found little correlation beten review accuracy and the time it took to perform the review, or how late in the review period the review was performed. Finally,  found a clear evidence of tit-for-tat behavior when students give feedback on the reviews they received.  conclude with remarks on how these data can lead to improvements in peer-grading tools."}]