Anonymity as an instructional scaffold in peer assessment: Its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

• Autores: Tijs Rotsaert, Ernesto Panadero, Tammy Schellens
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 33, Nº 1, 2018 (Ejemplar dedicado a: Promoting learning by leveraging the collaborative nature of formative peer assessment with instructional scaffolds / coord. por Jan-Willem Strijbos, Astrid Wichmann), págs. 75-99
• Idioma: inglés
• DOI: 10.1007/s10212-017-0339-8
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 6 Citas
• Resumen

  • Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor’s degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other’s work. Both students’ evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students’ importance level towards anonymity and their associated need for practice.

• Referencias bibliográficas
  • Ainsworth, S., Gelmini-Hornsby, G., Threapleton, K., Crook, C., O’Malley, C., & Buda, M. (2011). Anonymity in classroom voting and debating....
  • Andrade, H. L. (2010). Students as the definitive source of formative assessment: Academic selfassessment and the self-regulation of learning....
  • Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action...
  • Bolzer, M., Strijbos, J. W., & Fischer, F. (2015). Inferring mindful cognitive-processing of peerfeedback via eye-tracking: role of feedback-characteristics,...
  • Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167....
  • Boud, D., & Soler, R. (2015). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 1–14 doi:10.1080/02602938.2015.1018133.
  • Boud, D., Lawson, R., & Thompson, D. G. (2013). Assessment & evaluation in higher education does student engagement in self-assessment...
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(May 2015), 77–101. doi:10.1191/1478088706qp063oa.
  • Brown, S. (2004). Assessment for learning. Learning and Teaching in Higher Education, 1, 2004–2005.
  • Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education. doi:10.1080/03075071003642449.
  • Cartney, P. (2010). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment...
  • Chester, A., & Gwynne, G. (2006). Online teaching: encouraging collaboration through anonymity. Journal of Computer-Mediated Communication,...
  • Cheng, K. H., & Tsai, C. C. (2012). Students’ interpersonal perspectives on, conceptions of and approaches to learning in online peer...
  • Cho, Y. H., & Cho, K. (2010). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629–643. doi:10.1007/s11251-010-9146-1.
  • De Swert, K. (2012). Calculating inter-coder reliability in media content analysis using Krippendorff's Alpha. Retrieved from http://www.polcomm.org/wpcontent/...
  • Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review. Studies in Higher...
  • Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83, 70–120.
  • Falchikov, N. (1995). Peer feedback marking: developing peer assessment. Innovations in Education & Training International, 32(2), 175–187....
  • Fastré, G. M. J., van der Klink, M. R., Sluijsmans, D., & van Merriënboer, J. J. G. (2013). Towards an integrated model for developing...
  • Freeman, M., & McKenzie, J. (2000). Self and peer assessment of student teamwork: designing, implementing and evaluating SPARK, a confidential,...
  • Gielen, M., & De Wever, B. (2015). Structuring peer assessment: comparing the impact of the degree of structure on peer feedback content....
  • Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning...
  • Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student...
  • Hattie, J., & Gan, M. (2011). Instruction based on feedback. In Handbook of research on learning and instruction (pp. 249–270). New York:...
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487.
  • Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: making learning visible. Studies in Educational...
  • Hogg, M. A., Fielding, K. S., Johnson, D., Masser, B., Russell, E., & Svensson, A. (2006). Demographic category membership and leadership...
  • Hogg, M. A., van Knippenberg, D., & Rast, D. E. (2012). The social identity theory of leadership: theoretical origins, research findings,...
  • Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C. (2014). Peer versus expert feedback: An investigation of the quality of peer feedback...
  • Hosack, I. (2004). The effects of anonymous feedback on Japanese university students’ attitudes towards peer review. In R. Hogaku (Ed.), Language...
  • Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: pre-service teachers’ comments in asynchronous...
  • Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692–724....
  • King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory Into Practice, 41(1), 33–39. doi:10.1207/s15430421tip4101_6.
  • Landis, J. R., & Koch, G. G. (1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 33(1), 159–174. doi:10.2307/2529310.
  • Li, L. (2016). The role of anonymity in peer assessment. Assessment & Evaluation in Higher Education, 2938(April), 1–12. doi:10.1080/02602938.2016.1174766.
  • Liu, N.-F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11, 279–290.
  • Lu, L., & Bol, R. (2007). A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent...
  • Magana, S., & Marzano, R. J. (2014). Using Polling Technologies to Close Feedback Gaps. Educational Leadership, 82–83.
  • Miyazoe, T., & Anderson, T. (2011). Anonymity in blended learning: who would you like to be? Educational Technology & Society, 14(2),...
  • Murdock, T. B., Stephens, J. M., & Grotewiel, M. M. (2016). Students Dishonesty in Face of Assessment: Who, Why and What We Can Do About...
  • Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. J. G. Van Merrienboer, & M....
  • Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment...
  • Panadero, E. (2016). Is it safe? Social, interpersonal, and human effects of peer assessment: a review and future directions. In G. T. L....
  • Panadero, E., & Brown, G. T. L. (2017). Teachers’ reasons for using peer assessment: positive experience predicts use. European Journal...
  • Panadero, E., Romero, M., & Strijbos, J. W. (2013). The impact of a rubric and friendship on peer assessment: effects on construct validity,...
  • Pearce, J. A. (2013). Using social identity theory to predict managers’ emphases on ethical and legal values in judging business issues. Journal...
  • Prins, F. J., Sluijsmans, D. M. A., Kirschner, P. A., & Strijbos, J. (2005). Formative peer assessment in a CSCL environment: a case study....
  • Raes, A., Vanderhoven, E., & Schellens, T. (2013). Increasing anonymity in peer assessment by using classroom response technology within...
  • Reinholz, D. (2015). The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education....
  • Roberts, L. D., & Rajah-Kanagasabai, C. J. (2013). “I’d be so much more comfortable posting anonymously”: identified versus anonymous...
  • Rotsaert, T., Panadero, E., Schellens, T., & Raes, A. (2017). “Now you know what you’re doing right and wrong!” Peer feedback quality...
  • Sadler, D. R. (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education,...
  • Sluijsmans, D. M. A. (2002). Student involvement in assessment: the training of peer assessment skills. (Unpublished doctoral dissertation)....
  • Strijbos, J.-W., & Sluijsmans, D. (2010). Unravelling peer assessment: methodological, functional, and conceptual developments. Learning...
  • Strijbos, J.-W., Narciss, S., & Dünnebier, K. (2010). Peer feedback content and sender’s competence level in academic writing revision...
  • Sung, Y.-T., Chang, K.-E., Chang, T.-H., & Yu, W.-C. (2010). How many heads are better than one? The reliability and validity of teenagers’...
  • Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249. doi:10.2307/1170598.
  • Topping, K. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27. doi:10.1080/00405840802577569.
  • Topping, K. J. (2010). Methodological quandaries in studying process and outcomes in peer assessment. Learning and Instruction, 20(4), 339–343....
  • Tsai, C.-C., Lin, S. S., & Yuan, S.-M. (2002). Developing science activities through a networked peer assessment system. Computers &...
  • Van der Pol, J., Van den Berg, B. A. M., Admiraal, W. F., & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback...
  • van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2009). Peer assessment for learning from a social perspective: the influence...
  • van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: the role of interpersonal...
  • van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2015). The impact of the feedback source on developing oral presentation competence....
  • Van Steendam, E., Rijlaarsdam, G., Sercu, L., & Van den Bergh, H. (2010). The effect of instruction type and dyadic or individual emulation...
  • Vanderhoven, E., Raes, A., Montrieux, H., Rotsaert, T., & Schellens, T. (2015). What if pupils can assess their peers anonymously? A quasi-experimental...
  • van Zundert, M. J., Konings, K. D., Sluijsmans, D. M. A., & van Merrienboer, J. J. G. (2012). Teaching domain-specific skills before peer...
  • Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment & Evaluation in Higher...
  • Xu, Y., & Carless, D. (2016). “Only true friends could be cruelly honest”: cognitive scaffolding and social-affective support in teacher...
  • Yu, F.-Y., & Liu, Y.-H. (2009). Creating a psychologically safe online space for a student-generated questions learning activity via different...
  • Yu, F.-Y., & Sung, S. (2015). A mixed methods approach to the assessor’s targeting behavior during online peer assessment: effects of...
  • Zhang, Y., Fang, Y., Wei, K.-K., & Chen, H. (2010). Exploring the role of psychological safety in promoting the intention to continue...