Implementing peer assessment in secondary education: increasing anonymity by using Classroom Response Technology

It is generally accepted by learning scientists that assessment is an important drive of the learning process (Hunt, Hughes & Rowe, 2002) and that changes in educational approaches often require new forms of assessment (Dochy, Heylen, & Van de Mosselaar, 2002). This project focuses on studying peer assessment processes in face-to-face classrooms settings and how these processes can be improved.