Use clear assessment criteria and consider anonymity carefully when designing peer feedback interventions to reduce friendship bias¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors state that friendship bias, such as reticence about giving peers negative feedback, "can be reduced by using clear assessment criteria and making peer feedback anonymous". Anonymity may help assessors focus on the task rather than the person and increase objectivity, but may also lead to inconsiderate or disrespectful feedback because provider and receiver have no personal connection; therefore anonymity "should be considered carefully when designing peer feedback interventions".

Design Implications¶

Context¶

Requirements¶

• Clear assessment criteria available to assessors

Constraints¶

• Anonymity may lead to inconsiderate or even disrespectful feedback because provider and receiver have no personal connection

Target Learners¶

• students in peer assessment settings in higher education

Target Learning Goals¶

• objective task-focused peer feedback
• critical assessment of peers' work

Claims¶

• Students assessed their own peers less critically than an unknown video presenter, consistent with possible friendship bias in authentic peer feedback [+W]

Related Strategies¶

• Promote interaction between provider and receiver of peer feedback to stimulate elaboration on judgments

Examples¶

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Key Sources¶

• Floris M. van Blankenstein, Gabriela-Olivia Truțescu, Roeland M. van der Rijst, Nadira Saab. (2019). Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study. Instructional Science. https://doi.org/10.1007/s11251-019-09482-5