increasing anonymity in peer assessment using classroom response technology annelies raes, ellen...
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Increasing anonymity in peer assessment using classroom response technology
Annelies Raes, Ellen Vanderhoven & Tammy SchellensDepartment of Educational Studies, Ghent University
Email: [email protected], [email protected], [email protected]
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 • Repeated Measures and ANOVA
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.
IntroductionEvaluation 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 to consider• Experience of stress and discomfort (5)
• Peer pressure might cause lack of accuracy (3)
Classroom response technology (CRT) • Anonymous way of giving scores • Provides immediate visual feedback• But limited, no argumentation
Procedure• 51 third year Bachelor students in Educational Studies at Ghent University participated in:•
Results
Conclusion• Students positively evaluated 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 valuable extension• With regard to written feedback, students have a more positive attitude and feel more comfortable when feedback is anonymous
Training in using rubrics
(1-5)
Students’ group presentations
Peer Assessment QuestionnaireCRT = Turning Point Oral feedback Written feedback
Anonymous With name
Peer Assessment CRT = Turning Point Oral Feedback Written Feedback
Anonymous With nameAnonymity (manipulation check) 3.86 1.71 4.08 >* 2.94Experience of peer pressure 2.35 2.55 2.36 = 2.29Feeling comfortable 3.84 3.39 3.76 >** 3.42Positive attitudes 3.94 3.52 3.61 >* 3.02Perception of the added value 3.91 4.12 4.07 = 3.82
Research questions• Does CRT as an anonymous way of PA reduce peer pressure, and so raise comfort and possitive attitudes towards PA?• Is an additional oral and written feedback valuable? • Is there a difference between anonymous and non-anonymous written feedback?