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Methodology

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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Methodology

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  1. 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.

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