What if pupils can assess their peers anonymously? A quasi-experimental study
Ellen Vanderhoven|Annelies Raes|Hannelore Montrieux|Tijs Rotsaert|Tammy Schellens
Peer assessment has proven to be a promising form, but there is only limited research about how decrease the undesirable social effects that are inherent process, such as peer pressure and fear of disapproval. In previous research, anonymity an important factor in higher education. current was studied secondary education classroom response technology (CRT) introduced tool enables within face-to-face settings. A quasi-experimental study set up four classes compare traditional non-anonymous (raising score cards) with anonymous (giving scores using CRT). It questioned whether students felt more positive towards assessment, reported feel less negative effects. Subsequently, hypothesis would valid methodology verified. Finally, teachers' experiences both interventions were studied. Although some concerns raised validity it been found pupils experienced disapproval when given anonymously CRT. Teachers CRT objective way assessing regard control teacher, characteristics. this regard, implications for future discussed.
Computers & Education|Ghent University Academic Bibliography (Ghent University)|Ghent University Academic Bibliography (Ghent University)