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Abstract
Massive Open Online Course (MOOC) are gaining more and more popularity permitting a large access for education. In doing so, they are confronted to new challenges, such as assessing a huge number of participants. A common idea lies on peer reviewing. However, students are not formed to assess others contributions. Hence, their evaluation are unreliable and may be biased. Since peer reviewing imposes itself in the actual MOOCs context, several approaches were considered to improve some aspects of its outcome. Here we proposed a fuzzy based approach that aims enhancing validity and reliability.
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