RELATIVE EFFECTIVENESS OF COLLABORATIVE AND ANONYMOUS PEER ASSESSMENT TECHNIQUES ON STUDENTS’ ACHIEVEMENT IN ECOLOGICAL CONCEPTS
RELATIVE EFFECTIVENESS OF COLLABORATIVE AND ANONYMOUS PEER ASSESSMENT TECHNIQUES ON STUDENTS’ ACHIEVEMENT IN ECOLOGICAL CONCEPTS

Summary/Abstract: In many developing countries where conventional assessment techniques remain prevalent in schools, limited research exists on the impact of various forms of peer assessment, particularly collaborative and anonymous techniques, on students’ achievement in demanding science subjects such as ecological concepts. This study examined the relative effectiveness of collaborative and anonymous peer assessment techniques on students’ achievement in ecological concepts, as well as the influence of gender on achievement outcomes. A quasi-experimental, pre-test–post-test, non-equivalent control group design was employed, involving 137 Biology students. Data were gathered using a pre-test and post-test achievement measure administered to all participants. The findings revealed that the collaborative peer assessment technique (CPAT) was significantly more effective in enhancing students’ achievement in ecological concepts than both the anonymous peer assessment technique (APAT) and the conventional assessment technique (CAT). The anonymous peer assessment technique also produced a statistically significant improvement in students’ achievement when compared with the CAT. Furthermore, no significant difference was observed between the achievement of male and female students when taught ecological concepts using either CPAT or APAT.

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