Interaction between tow type of peer assessments strategy (Pair- Group), and response style (free-Guided) in web-based environment learning, and its effect on reducing on E-Exam's anxiety and Learning Quality on students at Science and Arts Faculty

the research aimed to reveal the interactive relationship between the strategy of peer assessments (Pair - groups) in online and the styles of response (open - Guided) on the quality of learning, and E-Exam's anxiety among students of the Faculty of Science and Arts at the University of Najran, designing 2 scale (learning quality, E-Exam's anxiety), and a rubric scale for evaluating students' performance for producing and using e-assessment tools skills. Using t-test, two-way ANOVA, Pearson's correlation, and reached The results indicate: significant statistically differences between the four groups in learning quality in favor of the group assessments strategy, Guided response style, and significant statistically differences between the four groups in E-Exam's anxiety in favor of the pair assessments strategy and Guided response style, and significant Statistically differences for the effect of the interaction between assessments style and response style, where the Guided group style achieved best results, followed by pair oriented style, then groups style, finely pair strategy. assessments strategy, response style and interaction between them contributed to (83%) of the variance in performance of students in learning quality, and the group style achieved the highest results, followed by the Guided pair style, then free pair style, finely group style. assessments style, response style and interaction between them contributed to (47%) of the variance in students ’performance on the E-Exam's anxiety, and the strength of the positive correlation between results of professor’s evaluation and results of the peer assessment in assignment (2) compared to its value in assignment (1).