Proposal

Anonymity versus Openness in Peer Assessment Based on First Grade

Students Perception in SMK PGRI 1 Singaraja in Academic Year 2016/2017

By:
Ayu Putri Adhiyanti
1312021096
8C

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ART
GANESHA UNIVERSITY OF EDUCATION
SINGARAJA
2017

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 Table of Content

Table of Content i

List of Tables iii

A. Research Title 1
B. Researchers Identity 1
C. Background of The Study 1
D. Identification of the Problem 3
E. Statement of the Problem 4
F. Purpose of the Study 4
G. Scope of the Study 4
H. Significance of the Study 5
H.1 Theoretical Significance 5
H.2 Practical Significance 5
I. Theoretical and Empirical Review 6
I.1 Theoretical Review 6
I.1.1 Definition of Assessment 6
I.1.2 Definition of Peer Assessment 7
I.1.3 Definition of Objectivity in Assessment 8
I.1.4 Definition of Anonymous Peer Assessment 10
I.1.5 Definition of Open Peer Assessment 11
I.1.6 Definition of Perception 12
I.2 Empirical Review 13
J. Research Method 15
J.1 Place and Time of Research 15
J.2 Research Design 16
J.3 Population and Sample 16
J.4 Research Variable 17

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 J.5 Research Instrument 17
J.6 Research Procedures 18
J.7 Data Collection 18
J.8 Data Analysis 19
K. References 19

ii
 List of Tables

Table 1. Distribution of Population of Sixth Semester of EED 16

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A. Research Title
Anonymity versus Openness in Peer Assessment Based on First Grade Students
Perception in SMK PGRI 1 Singaraja in Academic Year 2016/2017.

B. Researchers Identity
Name : Ayu Putri Adhiyanti
NIM : 1312021096
Department : English Education
Study Program : Undergraduate

C. Background of The Study

The goal of many people in the world is to be a successful person. In order

to reach that goal, people need to keep improving themselves. Improving
themselves here can mean enriching their knowledge, improving their skills, or
doing any means to make them become better than before. One thing that people
can do to achieve that is by learning. Learning is defined as a process that leads
to change, which occurs as a result of experience and increases the potential of
improved performance and future learning (Ambrose et al., 2010). There is a
process that has to be passed in order to achieve the change in the form of
knowledge or skill.

When people are learning, they may want to know their progress. They want
to know whether there is an improvement or not from their learning. It can be
done through assessment. Teacher collects information about students works or
performances to be interpreted through any practices or activities. This act is what
we call as assessment (Brown, 2004).

Nowadays, many schools have applied curriculum 2013. Curriculum 2013

promotes student-centered learning for it demands students to be more active in
the learning process. Teachers apply as many strategies as they can to encourage
students to be more independent and involved in the classroom activities. As the
learning process goes by, assessment can be done by the teacher by monitoring the
students to see their progress and taking note about the students progress to be
compiled along with the final result of their work or performance. That result will
be interpreted to determine how well students are doing.

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 To enhance students-centered learning in the classroom, teachers can use
peer assessment. According to Falchikov (as cited in Sluijsmans et al., 1998), peer
assessment is known as a process of assessing individuals that is done by their
peers. Falchikov (2001) also states that peer assessment is done by using relevant
criteria. Students assess their peers based on the criteria that have been discussed
before with the teacher. There is instrument that can be used in conducting peer
assessment. The criteria of the instrument such as checklist or rubric are usually
designed by the teacher based on the particular needs or goals that have to be
achieved. Many teachers have used peer assessment in their class for it makes
students learn from each other and will be more active in the classroom.

As what has been mention before, student-centered learning is very

encouraged nowadays. Teacher conducts peer assessment in class for reason it can
push students to learn independently and learn from each other. By assessing their
friend, students will need to at least understand what they have to assess. That will
make students to learn by themselves first so that they can assess their friend
properly. After that, they are expected to be honest and objective in rating or
giving feedback to their friend. Honest and objective feedbacks can help their
friends to improve their works or performance.

Contrary to the expectation, it is found that in the implementation of peer

assessment, many students have not been able to be honest and objective. The
study of Lee et al. in 2013 found that relationship between students influences
students judgment. They are afraid to give their friend low score if their friends
work or performance still needs a lot of improvement because they think it might
impact their friendship. Students are also unable to critique and give constructive
comment to their friend for it might offend their friends feeling. In line with this
statement, Azarnoosh (2013) states that the efficacy of peer assessment depends
on many factors such as students attitudes, language levels, familiarity with the
assessing criteria, the type of skill being assessed, and the possible presence of
bias such as gender and friendship. Friendship bias is the common threat that is
often found in the implementation of peer assessment. This of course impacts the

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outcome of peer assessment which is expected to help students improve their
performance.

Bias in peer assessment is a serious matter to be taken care of. If it is not

dealt with, it may prevent the purpose of peer assessment itself. Students will not
get constructive feedbacks from their peers. It leads to no improvement for their
works or performance. Thus, peer assessment will be for naught since it does not
help students improve their performance.

The attention of most studies regarding peer assessment has been directed
toward its impact on students writing or speaking skill, its benefits in learning,
and bias in its implementation. It is very hard to find empirical data about
students perception regarding anonymous and open peer assessment. Hazari
(2014) stated that understanding students perception is very crucial. By
understanding students perception, teacher can know students understanding,
interpretation of the students regarding particular things, and what they think
about something. Through students perception about peer assessment, teacher
will know the problems that are faced by the students in the implementation of
peer assessment and students thought about the better way to conduct peer
assessment that increase objectivity and honesty in it. Thus, the purpose of doing
peer assessment can be reached.

This study aims to investigate students perception about anonymity and

openness in peer assessment. Quantitative approach is used to study this problem
in order to get better understanding about this problem. The study will be
conducted in SMK PGRI 1 Singaraja. The first grade students at SMK PGRI 1
Singaraja in Academic Year 2016/2017 are chosen as the sample by reason of the
students is still having effective classes so that they can do peer assessment during
the lesson. The research will be conducted for approximately three to five months.

D. Statement of the Problems

Based on the background of the study above, the problem investigated in
this study can be formulated as follows:

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 1. What are the factors causing students unable to assess their friends
objectively based on students perception?
2. Which one is more objective between anonymous peer assessment and
open peer assessment according to students perception?

E. Purpose of the Study

This study aims to investigate the factors causing subjectivity in doing peer
assessment and determine the more objective way to do peer assessment based on
first grade students perception at SMK PGRI 1 Singaraja in academic year
2016/2017.

F. Literature Review
F.1 Theoretical Review
F.1.1 Definition of Assessment
Learning is a process to improve ourselves. In the process of learning, there

will be assessment. Assessment gives out quantitative and qualitative information

about a person or a number of people in class to help them improve themselves

(Walvoord, 2010). The qualitative and quantitative information are used to see

how well students are doing in their learning. In line with this statement, Shepherd

et al. (2004) stated that assessment is any systematic method of obtaining

evidence from posing questions to draw inferences about the knowledge, attitudes,

and other characteristics of people for a specific purpose. It is a process by which

data is collected to ensure the skills, content, and habits of mind that are taught to

the students have been learned by them. The data can be gathered through quizzes,

tests, surveys, exams, etc. Therefore, in assessment, there will be data or

information to be collected to see whether the students have learned what they are

taught by the teacher or not.

Assessment is a way to compare students performance before and after the

assessment. According to Lynch (2016), the purpose of doing assessment is to see

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students performance or progress by gathering the relevant data in order to

determine the level of students achievement in learning. The result of assessment

is used by teacher to make judgments about the students learning process. By

knowing the result of assessment, teacher can design and implement a lesson plan

that is appropriate for the students and can challenge the students.
Based on the theories above, assessment is a way to measure students

progress in learning. Through assessment, teacher can gather information

regarding the students learning. The information is interpreted and considered by

the teacher to make judgments about the students improvement. It can help

teacher determine the level of achievement of the students. Thus, it help teacher to

give feedback and design an appropriate and challenging lesson and tests for

students in order to improve students skills or achievement in learning.

F.1.2 Definition of Peer Assessment

There are several ways to do assessment; one of them is through peer

assessment. From the word peer in peer assessment, it can be ensured that peer

is involved in the process. Students are required to give feedback, to grade, or to

do both of them on their fellow students works or performances based on the

criteria that are made to assess them (Boud and Falchikov, 2007). Through peer

assessment, teacher can promote collaborative learning since there will be an

exchange between the students about their works to revise and improve their

works. According to them, Boud and Falchikov, peer assessment also promote

student-centered since students are given some power in the classroom to do the

assessment by themselves too. In line with the previous definition, according to

Topping (1998), peer assessment can be defined as an arrangement in which

individuals consider the amount, level, value, worth, quality, or success of the

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products or outcomes of learning of peers of similar status. Involving peers in the

assessing process will give students chance to help each other out and not feel too

pressured since it is their own friend that is assessing them. Thus, students can

learn from each other and can improve their critical thinking skill by commenting

each others works.

Moreover, Brown (2004) stated that cooperative learning principles

underlies peer assessment and a number of tasks and procedures which are

considered as learner-centered and collaborative education can be equipped by

peer assessment. Peer assessment is usually implemented in pair work or group

work. It can be used to assess both oral and written performance and work. The

students will be asked to rate or grade their friends work or performance and give

comment. Peer assessment is really a suitable approach to promote cooperative

and learner-centered learning.

Based on those theories above, it can be concluded that peer assessment is

a way to measure students progress that is done by students to their peer. In peer

assessment, students can grade or give feedback or do both things to each other.

They can do this for oral and written performance and assignment. Through peer

assessment, students can learn from each other and help each other to improve

themselves. Thus, peer assessment is an assessment that does not only improve

the quality of students works and performance, but also enhance students

cooperative skill and independence in learning.

F.1.3 Definition of Objectivity in Assessment

In assessment, being objective is required. As an assessor, a person must

not be biased toward certain individuals. Objectivity can be defined as being

measured without irrelevant and outside references (Slack). The answers, grade,

or feedback from the one who is in charge as the assessor will remain the same

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and fair regardless who is being assessed. A person can be said as objective when

said person do not take irrelevant or unrelated factors into consideration. In other

words, objectivity does not let unrelated factors to influence the result of the test.
Edenborough (2007) stated that objectivitys role in assessment is

important. It is applied to avoid subjectivity, whim, and prejudice. The absence of

objective assessment might make biased standardization and predictions about

individuals performance emerge unavoidably. Objectivity in assessment is said to

be independent judgment that is not influenced by outside references. Thus, to be

objective in assessment is not to be prejudiced and biased.

In addition, according to Landauer and Rowlands (2001), objectivity is the

means of evaluating through the truth as the ultimate standard of evaluation. The

truth is get from the knowledge on reality. Being objective means founding one's

knowledge on reality, and making one's thoughts and ideas conform to it. The

purpose of objectivity in assessment is to set the standard for validity. Landauer

and Rowlands (2007) stated that one cannot be objective if one has a personal

stake involved in something. Accuracy might be prevented by personal emotion.

Therefore, objectivity is the ultimate standard of evaluation that is based from the

truth without being influenced by personal emotion.

From the theories above, it can be concluded that objectivity in assessment

is the act of evaluating someone without being biased. There should not be any

irrelevant or unrelated factors taken into consideration when a person assesses

another objectively. As the standard of validity, objectivity must be in accordance

to the truth from the knowledge on reality that is not influenced by unrelated

factors. Unrelated factors such as personal emotion might lead someone to be

biased and the result of the test will end up not be objective. Since objectivity

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assessment is the act of evaluating fairly based on the truth, it should be clear

from any influences such as personal emotion.

F.1.4 Definition of Anonymous Peer Assessment

Peer assessment is not always done face-to-face. It can be done

anonymously. Anonymous means the name is not identified; or in the other words

it is the situation in which someones identity is unknown (Oxford Dictionary). In

relation to peer assessment, the identity of the assessor is to be unidentified. Thus,

anonymous peer assessment can be said as a way to assess peer that is done by

other peer whose identity remain unknown.

In accordance to the previous statement, Zhao (as cited in Lin et al., 2002)

stated that anonymous peer assessment encourage students to give their peer

critical feedback. The fact that they do not have to assess openly makes them feel

more comfortable in criticizing their peers since they are not pressured by their

friendship. The anonymity in this peer assessment increases students objectivity

in assessing their friend. It is very beneficial for both students for they will learn

from each other since they will get constructive comment from their friend. In line

with this statement, Basheti et al. (2010) defines anonymous peer assessment as

an effective means of providing additional constructive feedback on student

performance. The feedback that is given to peer and received from peer is

perceived as valuable. It makes anonymous peer assessment an effective way to

assess each other.

According to those theories, it can be concluded that anonymous peer

assessment is a way to evaluate students that is done by fellow students

anonymously. The identity of the assessor will be unknown. The purpose of this

anonymity is to increase objectivity in assessing each other. It will make the

feedback very honest and constructive. Therefore, anonymous peer assessment

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can help students improve their work and performance by reflecting on their

friends honest and constructive feedbacks.

F.1.5 Definition of Open Peer Assessment

Assessing peer directly face-to-face is already common in the learning

process. It is usually done in the classroom where students give their comment or

feedback to the other student. The identity of the assessor is also known by the

student being assessed. Open peer assessment can be defined as a process of

assessing someone work or performance in which both parties identities are

known and the process is transparent to both parties (Novella, 2015). The idea of

doing this is to increase courage to give comment honestly. The assessors have to

do their job in assessing their peers thoroughly and fairly because their friends can

see them.
In addition to the previous definition, Ross-Hellauer (2016) stated that open

peer assessment has seven traits, namely: open identities, open reports, open

participation, open pre-review manuscript, open final version commenting, open

interaction, and open platforms. Everything is transparent in open peer

assessment. The assessors and the one being assessed are aware of each others

identity. Direct interaction between both parties is encouraged for it will increase

students courage and honesty in the learning process.

Based on those theories, it can be concluded that open peer assessment is a

way to do evaluation by students in which both parties identity are known by

each other. Students are aware who the friend who assesses their work or

performance is. The emphasis on this approach is there is no anonymity in it.

Everything in the process should be transparent. Feedback is given directly to

each other. Open peer assessment trains students to be able to speak up their mind

and be critical in open situation.

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 F.1.6 Definition of Perception
Perception is defined as a set of internal cognitive processes which

subconsciously detects, relates, interprets and searches internal cognitive

information in the mind (Wang, 2007). Brain process the information that later

will be interpreted. The interpretation of the cognitive information will be the

perception of that person. Perception has important role for all cognitive life

function rely on it.

In addition to the previous theory, Jordaan and Jordaan (as cited in Lewis,

2001) stated that perception happens when there is a perceiver or an experiencing

person, something or someone being perceived, context, and the process of

perception. Interpretation differs from one person to another person. It is all based

on the context and how people see something from their point of view.
In accordance to the theories above, perception is a set of internal cognitive

information which is interpreted by a perceiver considering the context of the

perceiver experiencing it. One persons perception can be different to another

persons perception. Perception of every person depends on their experience and

the context they are in at that moment.

F.2 Empirical Review

There are several studies supporting the study of Anonymity versus

Openness in Peer Assessment Based on First Grade Students Perception in SMK

PGRI 1 Singaraja and they had been conducted years before and still relevant to

the study. The first study that supports this study is a study by Mok (2010) about

A Case Study of Students Perception of Peer Assessment in Hongkong. This

study investigates the perception of the students regarding the peer assessment

implementation in their speaking class. This study is relevant to the study of

Anonymity versus Openness in Peer Assessment Based on First Grade Students

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Perception in SMK PGRI 1 Singaraja by reason of both studies investigate the

perception of the students about peer assessment that they have done in their

classes. The researcher of this study selected a teacher and four students between

the age of 13 and 14 years old as the sample. They are chosen as the

representative of the ordinary secondary schools in their school area. The

researcher of this research found that the students had serious concern over the

peer assessment besides the benefits they perceived from it. The findings of this

study pointed out that it is very crucial for teacher to understand their students

concerns regarding the peer assessment in order to help them carry out the peer

assessment effectively.
Another study by Lu and Bol (2007) about A Comparison of Anonymous

Versus Identifiable e-Peer Review on College Student Writing Performance and

the Extent of Critical Feedback also supports this study. This study is a

quantitative study that investigates anonymity and openness in electronic peer

assessment on the writing performance and the extent of critical feedback of the

college students. The participants that were chosen to be the sample in this study

were four English classes consisting of 92 undergraduate freshmen. Two classes

were assigned to anonymous e-peer assessment; meanwhile the rest classes were

assigned with to e-peer assessment. The result of this study is the researcher found

that the classes that were assigned to anonymous e-peer assessment performed

better on their writing performance and more critical in assessing fellow students

compared to the classes that were assigned to open e-peer assessment. Therefore,

anonymity in peer assessment might become a good new approach to improve

students ability in assessing each other, develop their critical thinking, and

improve their skill in writing.

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 The third study that supports this study is a study by Razi in 2016 about

Open and Anonymous Peer Review in a Digital Online Environment Compared

in Academic Writing Context. This study examined the comparison between the

impact of anonymous and open peer assessment on students academic writing

skill in an online environment. The sample was two groups of students with

similar writing proficiency. One group used anonymous peer assessment and the

other used open peer assessment. Participants also provided detailed information

regarding their peer assessment in a form of a reflection paper that reported

whether both peer benefited them and how it benefited them in learning. In the

result, the researchers of this study found that multiple anonymous peer

assessment gave positive contribution towards the students academic writing

skill. The researchers also conclude that by using anonymous peer assessment,

students can critique their fellow students work honestly without worrying about

problems in daily relations with their friend. Thus, anonymous peer assessment

can be used to improve students writing skill and avoid bias in assessing.
Based on the empirical data above, it can be concluded that students

perception regarding peer assessment is very crucial to be known. Both Lu and

Bols (2007) and Razis (2015) studies reveal that anonymous peer assessment is

very beneficial in improving the students skill and performance. Meanwhile in

Moks (2010) study, the study reveals that the students perception about peer

assessment helps teacher to understand the students concern about peer

assessment in order to help students carry out the peer assessment as effectively as

possible. The researcher of the present study did not find previous study which

investigates about students perception regarding objectivity in anonymity and

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openness in peer assessment. Hence, the researcher is interested to conduct this

study.

G. Research Method
G.1 Research Design
Cross-sectional survey design will be used in this descriptive study. The

cross-sectional survey is designed to discover the purpose of this study which is to

investigate the factors causing subjectivity in doing peer assessment and

determine the more objective way to do peer assessment based on students

perception.

G.2 Research Instrument

Questionnaire is chosen as the instrument that will be used in this study. The

researcher will use five scales questionnaire that is based on 5-point Likert scale.

The five scales are strongly agree, agree, undecided, disagree, and strongly

disagree. The statements in the questionnaire will be in Bahasa Indonesia. The

statements in the questionnaire will ask about students opinion about peer

assessment and their preference in doing the peer assessment to achieve

objectivity. Besides questionnaire, the researcher will also use interview guide to

interview some students from the selected sample. The purpose of using interview

is to get additional data that will support the data from the questionnaire. In

addition to questionnaire and interview, scoring rubrics will also be used to do

both open and anonymous peer assessment during the lesson. Students will get the

chance to experience both ways of doing peer assessment and thus, they can judge

which way is more effective and comfortable to assess objectively.

G.3 Participants
The first grade students of SMK PGRI 1 Singaraja in academic year

2016/2017 are chosen as the population that will be used in this study. The

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researcher chooses the first grade as the population by reason of the third grade is

busy preparing for national examination, the second grade is currently having real

practice outside of the school, and the only available students are the first grade

students. There are four classes of first grade students of SMK PGRI 1 Singaraja

in academic year 2016/2017 with 81 students. Out of the four classes, two classes

will be chosen as the sample by reason of researchers limited budget and time.

Simple random sampling technique will be used in choosing the class that will be

used as the sample for reason that the population is too large and the researcher

wants to avoid bias by giving all sample equal chance to be chosen. Each class

consists of at least 14 - 23 students. Therefore, the number of students that will be

involved in this study is approximately 30 - 40 students.

Table 1. Distribution of Population of First Grade Students of SMK PGRI 1 Singaraja

Class Total Number of Students

X Akuntansi 14

X Administrasi Perkantoran 21

X Pemasaran 23

X Usaha Jasa Pariwisata 23

Total 81

G.4 Object of The Study

The object of this study is first grade students perception about anonymous

and open peer assessment in SMK PGRI 1 Singaraja in academic year 2016/2017.

G.5 Settings
The place of this study being conducted will be in SMK PGRI 1 Singaraja.

About three until five months is needed in order to conduct the research activities

from identifying the issue until writing the thesis.

G.6 Research Procedures

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 This is the procedure that will be done by the researcher in doing this

research:
1. First, choosing the population and sample.
2. Making an instrument with validation.
3. When the instrument is ready, researcher will go to SMK PGRI 1

Singaraja and ask permission to the headmaster of SMK PGRI 1

Singaraja to conduct the study there.

4. After getting the permission, the researcher will conduct both open and

anonymous peer assessment during the PPL Real.

5. The questionnaire will be delivered after the students have experienced

open and anonymous peer assessment during the lesson.

6. The next step is the researcher will conduct an interview with several

students from the chosen sample to get additional data that support the

data from the questionnaire.

7. After the data is collected, they will be organized.
8. The collected data will be analyzed afterwards.

G.7 Data Collection

Questionnaire and interview guide will be used by the researcher in

collecting the data. The questionnaire consists of a number of statements in

Bahasa Indonesia. They are used to investigate students perception about peer

assessment especially anonymous and open peer assessment. Meanwhile, the

interview will be used to get additional data that will support the data from the

questionnaire.

G.8 Data Analysis

The collected data, which will be gathered from the questionnaire, will be

analyzed quantitatively. The score of each answer from every statement will be

calculated to find the percentage of each answer from all statements. The result of

the questionnaire and the interview are going to be interpreted to describe the

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students perception about objectivity in both anonymous and open peer

assessment.

H. Plan of The Research

This study is conducted in SMK PGRI 1 Singaraja. The participant of this

study is the first grade in SMK PGRI 1 Singaraja. The research activities from

identifying the issue until writing the thesis will be conducted for sixteen weeks. It

will be held from January 2017 to May 2017. Phases and time research activities

will be outlined in the following table:

Table 2. Plan of The Activities in The Research

No. Jan Feb Mar Apr May

Activities
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Identifying the Issue
2. Determining the Title of the
Thesis
5. Writing Proposal
6. Submitting Proposal
7. Consulting and Revising
Proposal
8. Seminar
9. Data Collection
10. Data Analysis
11. Writing Thesis

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Peer Assessment of Medication Management Reviews. American Journal of
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