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1.
AbstractPeer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs. 相似文献
2.
《Journal of Applied Communication Research》2007,35(2):197-214
The study reported here examined the influence of anonymous sources on health websites on the perceptions and attitudes of information seekers. It was hypothesized that, despite the warnings and guidelines established by health organizations, anonymous sources would be perceived to be as credible and influential as sources that were identified. The anonymity effect, drawn from the similarity principle in attribution theory, was forwarded as a theoretical mechanism to explain responses to anonymous sources. The results indicated that anonymous sources were generally perceived by participants to be as credible and influential as identified sources, although the anonymity effect explanation was not supported. The implications of these findings for information seekers and health practitioners are considered. 相似文献
3.
在随机预言模型下定义了一个多接收者签密方案的强安全性模型,该模型满足适应性选择密文内部攻击安全性、选择消息抗存在性伪造和密文匿名安全性;通过分析指出, Li、Hu和Liu等人提出的多接收者签密方案, 不具有适应性选择密文内部攻击安全性和密文匿名性,并给出所定义强安全性模型中的攻击方法;随后提出改进方案,该方案在强安全模型中证明是安全的。 相似文献
4.
Katie K. Kang 《Communication Studies》2017,68(4):403-421
Despite the benefits of using online social support groups, prior research does not provide a solid understanding of the online factors related to an individual’s supportive interaction. Accordingly, this study aims to explore how various aspects of anonymity predict different levels of social support engagement. The current study uncovers that visually identifiable group members are more likely to get supportive responses than are visually anonymous members. Also, when support group members are visually and discursively identifiable, they are more likely to get supportive messages than those who are visually and discursively anonymous. Additionally, the more identifiable support group members are, the more they receive positive messages. Practical implications for the role of social support group members’ anonymity/identifiability on the overall social support process are presented. 相似文献
5.
Cyberbullying incidents often occur in the presence of other bystanders. The inaction of bystanders can augment the deleterious effects of bullying on a victim. However, bystanders can intervene to stop a cyberbullying incident or offer support to the victim. Two studies were conducted to examine variables that were expected to influence the propensity of a bystander to take action in cyberbullying incidents: the number of bystanders, the anonymity of the bystander, and the closeness between the bystander and the victim. Results supported the diffusion of responsibility effect. A higher number of bystanders was negatively associated with bystander intervention. Moreover, the perceived anonymity of bystanders was negatively related to the propensity to intervene, and closeness with the victim was associated with a greater tendency to intervene and support the victim. Altogether, the results shed light on the interplay of context, relationships, and technology in the behavior of bystanders to a cyberbullying episode. 相似文献
6.
Shaaron Ainsworth Giulia Gelmini-HornsbyKate Threapleton Charles CrookClaire O’Malley Marie Buda 《Learning and Instruction》2011,21(3):365-378
The advent of networked environments into the classroom is changing classroom debates in many ways. This article addresses one key attribute of these environments, namely anonymity, to explore its consequences for co-present adolescents anonymous, by virtue of the computer system, to peers not to teachers. Three studies with 16-17 year-olds used a vote-debate-vote scenario to explore in Study 1 (N = 59) anonymous, public or private voting with public oral debate; Study 2 (N = 79) anonymous, public or private voting with public written debate; and Study 3 (N = 84) anonymous or public voting and debating. Students were more likely to change their views after debate and show less convergence to group norms if voting anonymously. However, anonymous debate created an increased amount of off-task behaviour, but only at the beginning of the lesson. In general, anonymity was found to bring positive benefits to classroom argumentation. 相似文献
7.
Stephen A. Rains 《Journal of Applied Communication Research》2013,41(2):197-214
The study reported here examined the influence of anonymous sources on health websites on the perceptions and attitudes of information seekers. It was hypothesized that, despite the warnings and guidelines established by health organizations, anonymous sources would be perceived to be as credible and influential as sources that were identified. The anonymity effect, drawn from the similarity principle in attribution theory, was forwarded as a theoretical mechanism to explain responses to anonymous sources. The results indicated that anonymous sources were generally perceived by participants to be as credible and influential as identified sources, although the anonymity effect explanation was not supported. The implications of these findings for information seekers and health practitioners are considered. 相似文献
8.
介绍了域和组策略的概念。分析了使用组策略进行软件部署的方法。在通过组策略使用远程安装部署为内部网用户提供各种应用软件方法上提出有价值的观点。 相似文献
9.
This study explores the relationship between students’ perceptions of peer assessment (PA) and its social nature. A quantitative survey study (N = 3680) was conducted in secondary education in Flanders, examining the students’ perceptions of PA interpersonal variables and their beliefs on the educational value of PA. The structural equation modeling (SEM) results show that the educational value students attribute to PA was positively predicted through trust in their own and their peers’ evaluative capabilities, awareness of negative interpersonal processes (e.g. fear of disapproval and friendship marking), and beliefs about PA accuracy. The importance attributed to anonymity appeared to be a negative predictor of PA conceptions. Tests of mean latent differences were performed to explore the differences between educational levels, PA experience and gender. 相似文献
10.
王明科 《楚雄师范学院学报》2006,21(1):7-11
本文从儒、墨、道、佛、耶等方面比较了鲁迅与无名氏的文化反思的异同,指出在不同文化境遇下的两个不同文化人之间在文化追求与探索上的相通及相悖。 相似文献