Peer feedback in online education becomes increasingly important to meet the demand for feedback in large scale classes, such as e.g. Massive Open Online Courses (MOOCs). However, students are often not experts in how to write helpful feedback to their fellow students. In this paper, we introduce a corpus compiled from university students’ peer feedback to be able to detect suggestions on how to improve the students’ work and therefore being able to capture peer feedback helpfulness. To the best of our knowledge, this corpus is the first student peer feedback corpus in German which additionally was labelled with a new annotation scheme. The corpus consists of more than 600 written feedback (about 7,500 sentences). The utilisation of the corpus is broadly ranged from Dependency Parsing to Sentiment Analysis to Suggestion Mining, etc. We applied the latter to empirically validate the utility of the new corpus. Suggestion Mining is the extraction of sentences that contain suggestions from unstructured text. In this paper, we present a new annotation scheme to label sentences for Suggestion Mining. Two independent annotators labelled the corpus and achieved an inter-annotator agreement of 0.71. With the help of an expert arbitrator a gold standard was created. An automatic classification using BERT achieved an accuracy of 75.3%.

With the growth of online learning through MOOCs and other educational applications, it has become increasingly difficult for course providers to offer personalized feedback to students. Therefore asking students to provide feedback to each other has become one way to support learning. This peer-to-peer feedback has become increasingly important whether in MOOCs to provide feedback to thousands of students or in large-scale classes at universities. One of the challenges when allowing peer-to-peer feedback is that the feedback should be perceived as helpful, and an import factor determining helpfulness is how specific the feedback is. However, in classes including thousands of students, instructors do not have the resources to check the specificity of every piece of feedback between students. Therefore, we present an automatic classification model to measure sentence specificity in written feedback. The model was trained and tested on student feedback texts written in German where sentences have been labelled as general or specific. We find that we can automatically classify the sentences with an accuracy of 76.7% using a conventional feature-based approach, whereas transfer learning with BERT for German gives a classification accuracy of 81.1%. However, the feature-based approach comes with lower computational costs and preserves human interpretability of the coefficients. In addition we show that specificity of sentences in feedback texts has a weak positive correlation with perceptions of helpfulness. This indicates that specificity is one of the ingredients of good feedback, and invites further investigation.

In this paper, we present a corpus for use in automatic readability assessment and automatic text simplification for German, the first of its kind for this language. The corpus is compiled from web sources and consists of parallel as well as monolingual-only (simplified German) data amounting to approximately 6,200 documents (nearly 211,000 sentences). As a unique feature, the corpus contains information on text structure (e.g., paragraphs, lines), typography (e.g., font type, font style), and images (content, position, and dimensions). While the importance of considering such information in machine learning tasks involving simplified language, such as readability assessment, has repeatedly been stressed in the literature, we provide empirical evidence for its benefit. We also demonstrate the added value of leveraging monolingual-only data for automatic text simplification via machine translation through applying back-translation, a data augmentation technique.