An empirical review of anonymity effects in peer assessment,peer feedback,peer review,peer evaluation and peer grading

Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.     

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

Educational Psychology Review - This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3)...     

IQ and achievement: 1930s to 1980s

One hundred thirty-eight fifth-grade students from three upstate New York school districts were administered a 1930s version of the Pintner General Ability Tests: Verbal Series. Scores from this test were compared and correlated with scores from current IQ and achievement tests. The Pintner means were similar to those of the current IQ tests; the correlations of the Pintner with the other tests were of the same order as those typically reported among contemporary measures; and item difficulty, as indicated by rank order, appeared similar for the current sample and the 1930s norm groups. The findings are discussed with reference to research that has shown sharp increases in IQs of Americans since the 1930s and questions concerning changes in mental ability measures.     

Educational research networks in Latin America

During the last ten years research papers of good quality on Latin American education have risen from almost nothing to more than 100 a year, and the original three or four research centres have multiplied ten times. Diffusion has improved through regional distribution of journals and through opportunities for personal exchange, though this is handicapped by salary levels and poor communications. Networks, of which ten years ago there were only five, are expanding, and may be identified under sponsoring organizations or by topics. Many reasons for the high level of activity may be advanced, which include the key role played by journals, pay off from previous graduate training, facilities such as the use of computers, higher standards of librarianship and new sources of funding. Knowledge from previous research is also being put to use, and improvement programs are receiving support from research, but the danger exists that research may be transformed into an elite exercise.

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Zusammenfassung Während des letzten Jahrzehnts ist die Anzahl von Forschungsarbeiten guter Qualität über das Bildungswesen in Lateinamerika fast aus dem Nichts auf über 100 pro Jahr gestiegen, und die ursprünglich drei oder vier Forschungszentren haben sich verzehnfacht. Die Verbreitung hat sich durch regional zirkulierende Zeitschriften und durch Gelegenheiten zu persönlichem Austausch verbessert, obwohl dieser durch noch niedrige Gehälter und unzureichende Kommunikationsmittel behindert Netzwerke — vor 10 Jahren gab es nur fünf — haben sich vermehrt und können nach Förderorganisationen oder nach Themen klassifiziert werden. Für die Vielfalt der jetzigen Aktivitäten können verschiedene Gründe angeführt werden, u.a. die Schlüsselrolle der Zeitschriften, die Früchte früherer Universitätsausbildung, neue Möglichkeiten wie Gebrauch von Computern, höheres Bibliothekarsniveau und neue Finanzierungsquellen. Ausserdem werden durch frühere Forschung erworbene Kenntnisse angewandt und Verbesserungsprogramme durch Forschung unterstützt. Allerdings besteht die Gefahr, dass die Forschung einen elitären Charakter annehmen könnte.

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Résumé Au cours de ces dix dernières années, les articles sérieux concernant la recherche dans le domaine de l'éducation en Amérique latine, sont passés d'un nombre infime à une quantité depassant la centaine chaque année, et les trois ou quatre centres de recherche qui existaient à l'origine se sont multipliés par dix. La diffusion s'est améliorée grâce à la distribution régionale des publications spécialisées, et aux opportunités d'échanges personnels, bien que le handicap des bas salaires et des communications difficiles soit considérable. Les réseaux d'information qui, il y a dix ans, n'étaient qu'au nombre de cinq, se développent et peuvent être classés d'après les organisations qui les prennent en charge ou d'après leurs sujets d'enquête. On peut avancer de nombreuses suggestions pour expliquer ce haut niveau d'activité, entre autres le rôle-clef joué par les publications spécialisées, l'amortissement de la formation antérieure des enseignants, des facilités telles que l'usage des ordinateurs, un niveau plus élevé des bibliothécaires, et de nouvelles sources d'investissement. Les expériences de la recherche précédente sont aussi utilisées et les programmes d'amélioration reçoivent une aide de la recherche, mais le danger subsiste que cette recherche soit transformée en un exercice d'entraînement de l'élite.

     

University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...     

Locus of control and tutor's instructional style as determinants of cross-age tutoring effectiveness

Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed.