Increasing anonymity in peer assessment using classroom response technology

This study explores the use of classroom response technology as a tool for anonymous peer assessment in higher education. The technology was positively evaluated by students. They especially liked the immediate visual feedback and anonymity. Moreover, they reported to be less influenced by their peers in giving their scores comparing with traditional peer assessment. These results implicate that the use of a classroom response system can reduce peer pressure by making anonymous assessment possible.status: publishe