Does Anonymity Matter? Examining Quality of Online Peer Assessment and Students' Attitudes

Autor/in	Kobayashi, Michiko
Titel	Does Anonymity Matter? Examining Quality of Online Peer Assessment and Students' Attitudes
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 1, S.98-110 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Peer Evaluation; Student Attitudes; Confidentiality; Preservice Teachers; Context Effect; Feedback (Response); Learner Engagement; Age Differences; Instructional Program Divisions; Correlation; Repetition; Females; Computer Mediated Communication; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Korrelation; Wiederholung; Weibliches Geschlecht; Computerkonferenz
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 US 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 peers' work. The researcher examined to what extent three different conditions had influenced the quality of feedback comments, measured quantitatively through the number of words and negative statements. At the end of the semester, a survey that included a 5-point Likert scale and several open-ended questions was also distributed to analyse students' perceptions about peer assessment and anonymity. The results indicate that although students prefer anonymity, it may not be a necessary condition for increasing student engagement. Implications for practice or policy: (1) Instructors should provide several opportunities for online peer assessment to reinforce the skill of writing effective feedback throughout a course; (2) Students may be given an option for anonymous peer feedback to ease their anxiety; and (3) Providing specific grading criteria for feedback quality is strongly recommended. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01