Formative Peer Assessment/Feedback Using Anonymous Mobile Response Technology: Exploring Interpersonal Variables and Teacher Guidance

• In Event: 49.056 - Classroom Assessment Tools and Tasks

Abstract

Growing evidence shows that the interplay of interpersonal variables possibly negatively affects the outcomes of peer assessment practices. To tackle this issue anonymity is often put forth. This paper investigates university students perceptions towards anonymity and interpersonal variables in a face-to-face practice, using a Mobile Response Technology Application (MRTA). To explore which role of the university teacher students prefer, a two-by-two within-subject manipulation is set up. One condition only has moderation, in the other condition explicit teacher assessment and feedback is included. Results show that students appreciate the anonymous setting that was created and have positive perceptions towards interpersonal variables. Students strongly prefer explicit additional teacher feedback and assessment after receiving anonymous assessment and feedback from peers.

Authors

• Tijs Rotsaert, Ghent University

• Annelies Raes, Ghent University

• Tammy Schellens, Ghent University