The Effect of Anonymity on Online Peer Assessment: Quality of Feedback and Students' Attitudes
Wednesday, June 27 12:40 PM-1:00 PM
Presider:Annabell Bils, FernUniversität in Hagen, Germany
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.