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Implications of anonymous assessment
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik. (UpCERG)
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi. (UpCERG)ORCID-id: 0000-0003-0513-9338
2015 (engelsk)Inngår i: Proc. 45th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2015, s. 1404-1408Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The role of anonymous assessment in ensuring fair and equitable outcomes for students has been one of the major tenets of educational reform over the last few decades [1]. One of the major goals of these efforts is to reduce the impact of subconscious discriminatory behaviour in assigning grades based on perceptions of ability of gender or minority groups by the examiner. Recently however research has been emerging which challenges the widespread assumptions about the benefits of anonymity drawn from Newstead's work. Contrary results include the work of Dorsey and Colliver, 1995, in medical education, and Batten et al. 2013, who explore the impact of student reputation on assessment. These and many other studies conclude that anonymous assessment resulted in no apparent changes in assessment outcomes. In this paper we explore the implications of anonymity taking examples from educational settings where student anonymity is already an adopted practice. We discuss the positive and negative implications of student anonymity, and identify areas for future research.

sted, utgiver, år, opplag, sider
Piscataway, NJ: IEEE Press, 2015. s. 1404-1408
Serie
Frontiers in Education Conference, ISSN 0190-5848
HSV kategori
Identifikatorer
URN: urn:nbn:se:uu:diva-270079DOI: 10.1109/FIE.2015.7344251ISI: 000371705200236ISBN: 9781479984534 (tryckt)OAI: oai:DiVA.org:uu-270079DiVA, id: diva2:885857
Konferanse
FIE 2015, October 21–24, El Paso, TX
Tilgjengelig fra: 2015-10-24 Laget: 2015-12-21 Sist oppdatert: 2018-01-10bibliografisk kontrollert

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