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ERIC Number: EJ1047812
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0307-5079
Increasing Anonymity in Peer Assessment by Using Classroom Response Technology within Face-to-Face Higher Education
Raes, Annelies; Vanderhoven, Ellen; Schellens, Tammy
Studies in Higher Education, v40 n1 p178-193 2015
Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable social effects. It was hypothesized that modes of peer assessment that provide an increased anonymity will induce a reduced perception of peer pressure, increased feelings of comfort and more positive attitudes towards peer assessment. Classroom response technology (CRT) was introduced as a tool that enables anonymity. In addition, oral and written feedback was organized to meet the need for feedback. The results show that the proposed peer assessment practice combines the positive attitudes and feelings of comfort related to the anonymous use of CRT with the perceived added value of argumentation in oral and written feedback.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A