Choice of Targets in Identified and Anonymous Online Peer-Assessment Learning Situations

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  In Roundtable Session: Beyond Technology Integration: What Other Variables Matter?

Abstract

This study examined the peer assessors’ choice of targets under two conditions: when the person being assessed was identified, and when they were anonymous. Two fifth-grade classes (N=65) participated in this work and were introduced to an online peer-assessment learning activity. The results from the analysis of paired data showed that there was no significant difference in the frequency counts of assessing work produced by different question-authors in the identified and anonymous conditions. Moreover, the results of the constant comparison method revealed that the features/content of the work being assessed, rather than who the assessed person was, was the determinant factor with regard to if a piece of work was assessed.

Author

• Fu-Yun Yu, National Cheng Kung University