Abstract
Double blind peer review is a standard practice in the scientific community. It acts as a means of validating work as well as of getting feedback to improve it. As such, it seems prudent to also use it as a learning tool in large lectures to provide students with personalized feedback on their work. The general process can be directly adopted for the lecture context, but details need to be modified and adapted to create a better learning experience. The structure of a large lecture has been adjusted to provide the context for a double blind peer review process. Not only has the evaluation of activities during the semester changed to fit in with the double blind peer review, but also the organization of said activities was adapted to accompany the evaluation change. The first semester yielded promising results, but also pointed towards some issues with the current state of the system. We devised a list of design implications for future revisions of the double blind peer review system, based on feedback and experiences during the semester as well as on a survey among students at the end of the semester. These implications will be implemented to improve and refine the new system for upcoming semesters.
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