Departmental Bulletin Paper The Use of Distribunted Consensus as a Method for Analyzing Peer Assessment

Brian, Patrick THOMAS

In most classroom settings peer assessment as a method of formative assessment has proved beneficial for increasing student responsibility and autonomy, as well as lifting the role of the student from passive to active learner. However, because of cultural predilections towards conflict avoidance, neutrality, peer acceptance and face-saving dispositions, the effectiveness of peer assessment with Japanese students is less than optimal even under ideal conditions. While, under typical conditions it can be completely ineffective. In recent times, the application of distributed consensus, and the principals of trustless systems as outlined in “The Byzantine Generals’ Problem” have received much attention in the realm of technology, for example the use of trustless systems. This paper intends to demonstrate that these principles of distributed consensus along with objective criteria can also be applied, in a practical way to a classroom setting as a method of increasing the effectiveness of peer assessment with Japanese students.

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