Onymous or Anonymous Reviewing: Studying the Impact of Student-Selected Peer Review Condition

• In Event: Poster Session 6
  In Poster Session: Insights on Technologies + Pedagogies (K–12, Higher Education, Massive Open Online Courses)

Abstract

The purpose of this study was to examine the effects of allowing students to choose the context in which they participate in peer review. It examined the effect of self-selected peer review condition on three outcomes: student perceptions, review quality, and student performance. Results indicate students had favorable perceptions of the peer review process and given a choice, would choose the same condition again. There were no significant differences between the groups in student perceptions or student performance. However, there were significant differences between the two groups on review quality with students in the onymous group receiving author feedback ratings ten percent higher than the anonymous group. Further analysis will investigate this finding.

Authors

• Jennifer Jill Kidd, Old Dominion University

• Rachel Jones, Old Dominion University