What if pupils can assess their peers anonymously? A quasi-experimental study
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Anonymity in online peer assessment can reduce students' negative attitudes.
“Past studies have shown that anonymity in online peer assessment can reduce students' negative attitudes and increase critical feedback (Howard, Barrett, & Frick, 2010; Vanderhoven, Raes, Montrieux, Rotsaert, & Schellens, 2015).”
From Does anonymity matter? Examining quality of online peer assessment and students' attitudes (2020) · cites this paper as Vanderhoven, Raes, Montrieux, Rotsaert, & Schellens, 2015
The Results (section 4.3, page unavailable) report significantly more positive attitudes toward peer assessment among pupils using anonymous classroom response technology than among those raising score cards. This supports the attitude claim, but the study tested face-to-face classroom assessment, not online peer assessment. (LLM, conf=0.84)
Experimental — accuracy not yet measuredQualitative evidence suggests that anonymous peer assessment results in improved feedback quality and more positive perceptions towards peer assessment.
“Qualitative evidence suggests that anonymous peer assessment results in improved feedback quality and more positive perceptions towards peer assessment (Rotsaert et al. 2018; Vanderhoven et al. 2015).”
From The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2020) · cites this paper as Vanderhoven et al. 2015
Section 4.3 (page not provided) reports more positive attitudes toward anonymous peer assessment, supported by pupils’ qualitative remarks. The paper does not show that anonymity improved feedback quality; its discussion of assessment validity in section 4.4 is mixed and concerns scores rather than feedback quality. (LLM, conf=0.87)
Experimental — accuracy not yet measuredProviding anonymity leads to more positive perceptions towards peer assessment.
“Providing anonymity leads to more positive perceptions towards peer assessment (Vanderhoven et al. 2015)”
From Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018) · cites this paper as Vanderhoven et al. 2015
Facilitating a non-anonymous setting from the start would go against findings by Vanderhoven et al. (2015) and Raes et al. (2013) in similar settings in which students' attributed importance towards anonymity for the assessors was proven.
“Finally, facilitating a non-anonymous setting from the start would go against findings by Vanderhoven et al. (2015) and Raes et al. (2013) in similar settings in which students ' attributed importance towards anonymity for the assessors was proven.”
From Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018) · cites this paper as Vanderhoven et al. (2015)
The anonymity of assessors increases students' positive perceptions about peer assessment.
“past research shows that the anonymity of assessors increases students' positive perceptions about peer assessment (Lin, 2018; Vanderhoven et al., 2015)”
From Does anonymity matter? Examining quality of online peer assessment and students' attitudes (2020) · cites this paper as Vanderhoven et al., 2015
Anonymity in online peer assessment can increase critical feedback; students in an anonymous condition tend to produce more critical feedback than those in non-anonymous settings.
“Past studies have shown that anonymity in online peer assessment can reduce students' negative attitudes and increase critical feedback (Howard, Barrett, & Frick, 2010; Vanderhoven, Raes, Montrieux, Rotsaert, & Schellens, 2015).”
From Does anonymity matter? Examining quality of online peer assessment and students' attitudes (2020) · cites this paper as Vanderhoven, Raes, Montrieux, Rotsaert, & Schellens, 2015
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- Authors
- Vanderhoven, E., Raes, A., Montrieux, H., Rotsaert, T., & Schellens, T.
- Affiliations
- Ghent University (BE)
- Corresponding author
- Vanderhoven, Ellen
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2015-02
- Volume
- 81
- Pages
- 123-132
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2035845321
- Cited by
- 96
- References
- 65
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 13 · 2023: 18 · 2022: 12 · 2021: 11 · 2020: 7 · 2019: 7 · 2018: 6 · 2017: 5 · 2016: 3 · 2015: 2
- FWCI
- 15.92
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Computers & Education (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion, other-oa)
- Lirias (KU Leuven) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- peer assessment, anonymity, classroom response technology, secondary education, peer pressure, assessment validity, student perceptions, teacher perceptions, scorecard
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