What is Anonymity in Peer Assessment

With the development of technology, web-based peer assessment has been increasingly used as an alternative, formative assessment strategy with great potential for student learning benefits. The purpose of this chapter is to synthesize a series of empirical research studies conducted by the authors to examine factors that can influence the effectiveness of web-based peer assessment with teacher education students. The findings of these studies are discussed within the larger context of general research in peer assessment. Implications are provided to better inform researchers and teacher educators about the use of web-based peer assessment and how it relates to teacher education students' ability to apply assessment criteria and their ability to take advantage of peer feedback.