دورية أكاديمية
Does Anonymity Matter? Examining Quality of Online Peer Assessment and Students' Attitudes
| العنوان: | Does Anonymity Matter? Examining Quality of Online Peer Assessment and Students' Attitudes |
|---|---|
| اللغة: | English |
| المؤلفون: | Kobayashi, Michiko |
| المصدر: | Australasian Journal of Educational Technology. 2020 36(1):98-110. |
| الإتاحة: | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Evaluation, Student Attitudes, Confidentiality, Preservice Teachers, Context Effect, Feedback (Response), Learner Engagement, Age Differences, Instructional Program Divisions, Correlation, Repetition, Females, Computer Mediated Communication, Integrated Learning Systems |
| DOI: | 10.14742/ajet.4694 |
| تدمد: | 1449-5554 |
| مستخلص: | The study investigated the effects of anonymity on online peer assessment and compared three different conditions. Fifty-eight preservice teachers at a mid-size US 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 peers' work. The researcher examined to what extent three different conditions had influenced the quality of feedback comments, measured quantitatively through the number of words and negative statements. At the end of the semester, a survey that included a 5-point Likert scale and several open-ended questions was also distributed to analyse students' perceptions about peer assessment and anonymity. The results indicate that although students prefer anonymity, it may not be a necessary condition for increasing student engagement. Implications for practice or policy: (1) Instructors should provide several opportunities for online peer assessment to reinforce the skill of writing effective feedback throughout a course; (2) Students may be given an option for anonymous peer feedback to ease their anxiety; and (3) Providing specific grading criteria for feedback quality is strongly recommended. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1249002 |
| قاعدة البيانات: | ERIC |
Full Text Finder كن أول من يترك تعليقا!