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Peer grading has been the regular procedure to use for automatic assessment of open ended assignments in Massive Open Online Courses (MOOCs). However, and although the procedure tries to overcome the rupture of the classical teachlearn-assess/feedback cycle, it does so only in the student side, and no attempt has been made as yet in giving feedback to instructors. The work described inhere aims at filling this gap, with a proposal in which the instructors are supplied with the set of words mostdoi:10.1109/ijcnn.2017.7966289 dblp:conf/ijcnn/Bolon-CanedoDLB17 fatcat:7w6qctngd5cqzk7fne5ra3yuna