University of Twente Student Theses
Anonymous vs. Identifiable Peer Feedback in Secondary Education: Effects on Student Anxiety and Peer Feedback Quality
Rosenkranz, R. (2024) Anonymous vs. Identifiable Peer Feedback in Secondary Education: Effects on Student Anxiety and Peer Feedback Quality.
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| Full Text Status: | Access to this publication is restricted |
| Embargo date: | 20 March 2026 |
| Abstract: | Peer feedback is a valuable learning activity. However, its social nature can induce anxiety in students, which may negatively impact the peer feedback process. To address this issue, it has been suggested to make the peer feedback process anonymous. The aim of this study was to examine the extent to which anxiety is experienced by secondary school students and how it affects the quality of their peer feedback. The second aim was to investigate whether anonymity can reduce anxiety and improve peer feedback quality. Using a quasi-experimental design, this study compared ninth and tenth graders providing written feedback on a peer's essay under either anonymous (n=25) or identifiable (n=25) conditions. Students were found to experience minimal anxiety, which did not affect the quality of the feedback they gave. Besides, students’ anxiety level did not differ significantly between the two forms of feedback provision. However, there was a slight trend towards better peer feedback quality in the anonymous condition. As these findings cannot be generalised, future research based on a more representative sample needs to re-examine the effect of anonymity on student anxiety and feedback quality. Nevertheless, the findings emphasise that anonymity may not always be necessary to create a non-threatening peer feedback process. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology, 81 education, teaching |
| Programme: | Psychology MSc (66604) |
| Link to this item: | https://purl.utwente.nl/essays/98557 |
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