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The Effect of Anonymity on Online Peer Assessment: Quality of Feedback and Students' Attitudes
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, Southern Utah University, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

The study investigated the effects of anonymity on online peer assessment and compared three different conditions. Fifty-eight preservice teachers at a mid-size U.S. university engaged in a series of online peer assessments during fall 2017.  Peer assessment was embedded in a blended course as a required asynchronous activity using the Canvas learning management system. Students were randomly assigned to three different peer assessment conditions: anonymous, partially anonymous, and identifiable. They were asked to provide feedback comments and rate the quality of peer’s work. The researcher examined to what extent three different conditions had influenced the quality of feedback comments, measured quantitatively through number of words and negative statements. At the end of the semester, a survey that includes a five-point Likert scale and several open-ended questions, was also distributed to analyze students’ perceptions about peer assessment and anonymity. The purpose of the presentation is to share the results and discuss the implications of the study along with recommendations for further research.

Citation

Kobayashi, M. (2018). The Effect of Anonymity on Online Peer Assessment: Quality of Feedback and Students' Attitudes. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1879-1884). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

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