The anonymous reviewer: The relationship between perceived expertise and the perceptions of peer feedback in higher education

Monique A. Dijks*, Leonie Brummer, Danny Kostons

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

23 Citations (Scopus)
318 Downloads (Pure)


Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment.
Original languageEnglish
Pages (from-to)1258-1271
Number of pages14
JournalAssessment & Evaluation in Higher Education
Issue number8
Publication statusPublished - 2018


  • Higher education
  • Peer feedback

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