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Increasing anonymity in peer assessment using classroom response technology Annelies Raes, Ellen Vanderhoven & Tammy Schellens Department of Educational Studies, Ghent University Email: annelies.raes@ugent.be , tammy.schellens@ugent.be , ellen.vanderhoven@ugent.be. Introduction

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Increasing anonymity in peer assessment using classroom response technology Annelies Raes, Ellen Vanderhoven & Tammy SchellensDepartment of Educational Studies, Ghent UniversityEmail: annelies.raes@ugent.be, tammy.schellens@ugent.be, ellen.vanderhoven@ugent.be

  • Introduction
  • Evaluation in revolution
  • Testing  Assessment (1)
  • Innovative forms of assessment: self -, co- and peer-assessment (2)
  • Peer assessment has proven to be accurate and results in higher quality performances (4, 6)
  • Anonymity as an important issue toconsider
  • Experience of stress and discomfort (5)
  • Peer pressuremightcauselack of accuracy(3)
  • Classroom response technology (CRT)
  • Anonymous way of giving scores
  • Providesimmediatevisual feedback
  • But limited, no argumentation
  • Research questions
  • Does CRT as ananonymous way of PA reduce peer pressure, andsoraise comfort andpossitive attitudes towards PA?
  • Is anadditionaloralandwritten feedback valuable?
  • Is there a differencebetweenanonymousand non-anonymouswrittenfeedback?
  • Procedure
  • 51 third year Bachelor students in Educational Studies at Ghent University participated in:
  • Methodology
  • Student questionnaire (5-point Likert scale) measuring anonymity, peer pressure, comfort, positive attitudes and perception of added value according to 1) Peer Assessment with CRT, 2) Oral Feedback and 3) Written feedback
  • RepeatedMeasuresand ANOVA
  • Results
  • Conclusion
  • Students positivelyevaluated peer assessment and the application of CRT: anonymity peer pressure comfort
  • Students acknowledge the added value of peer assessment: reflective practitioner, engagement
  • Oral and written feedback is suggested as a valuableextension
  • Withregardtowritten feedback, students have a more positive attitude and feel more comfortablewhen feedback is anonymous

References

(1) Bloxham, S., & West, A. (2004). Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29(6), 721 - 733.

(2) Dochy, F., & Segers, M. (1999). The Use of Self-, Peer and Co-assessment in Higher Education: a review. Studies in Higher Education, 24(3), 331.

(3) Falchikov, N. (2003). Involving students in assessment. Psychology Learning and Teaching, , 3(2), 102-108.

(4) Smith, H., Cooper, A., & Lancaster, L. (2002). Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development. Innovations in Education and Teaching International, 39(1), 71 - 81.

(5) Stepanyan, K., Mather, R., Jones, H., & Lusuardi, C. (2009). Student Engagement with Peer Assessment: A Review of Pedagogical Design and Technologies Lecture Notes in Computer Science, 5686, 367-375.

(6)Topping, K. J. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimizing new modes of assessment: In search of qualities and standards (pp. 55-87). Dordrecht: Kluwer Academic.