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- aggregation classification "A1".
- aggregation creator person.
- aggregation creator person.
- aggregation creator person.
- aggregation date "2015".
- aggregation format "application/pdf".
- aggregation hasFormat 4098707.bibtex.
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- aggregation isPartOf urn:issn:0307-5079.
- aggregation language "eng".
- aggregation publisher "Taylor & Francis".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education".
- aggregation abstract "Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable social effects. It was hypothesized that modes of peer assessment that provide an increased anonymity will induce a reduced perception of peer pressure, increased feelings of comfort and more positive attitudes towards peer assessment. Classroom response technology (CRT) was introduced as a tool that enables anonymity. In addition, oral and written feedback was organized to meet the need for feedback. The results show that the proposed peer assessment practice combines the positive attitudes and feelings of comfort related to the anonymous use of CRT with the perceived added value of argumentation in oral and written feedback.".
- aggregation authorList BK1040245.
- aggregation endPage "193".
- aggregation issue "1".
- aggregation startPage "178".
- aggregation volume "40".
- aggregation aggregates 4145946.
- aggregation isDescribedBy 4098707.
- aggregation similarTo 03075079.2013.823930.
- aggregation similarTo LU-4098707.