The Impact of Anonymous Marking on Students' Perceptions of Fairness, Feedback and Relationships with Lecturers

Autor/inn/en	Pitt, Edd; Winstone, Naomi
Titel	The Impact of Anonymous Marking on Students' Perceptions of Fairness, Feedback and Relationships with Lecturers
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 7, S.1183-1193 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pitt, Edd) ORCID (Winstone, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1437594
Schlagwörter	Grading; Student Attitudes; Feedback (Response); Gender Bias; Foreign Countries; Ethnicity; Sex Fairness; College Freshmen; Business Administration Education; Political Science; Pharmacy; French; Second Language Learning; Second Language Instruction; College Faculty; Teacher Student Relationship; Ethics; United Kingdom + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Schülerverhalten; Geschlechterstereotyp; Ausland; Ethnizität; Sexualaufklärung; Studienanfänger; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Apotheke; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik; Großbritannien
Abstract	Anonymity in marking is a contentious issue within higher education. Conflicting research findings have identified issues surrounding gender bias, ethnicity bias and fairness in marking. However, the effects of anonymity upon feedback mechanisms have not been systematically explored. This study sought to understand the effects of anonymous marking and feedback upon students' perceptions of its potential for future learning and relationship building with their lecturers. First year United Kingdom undergraduate business, politics, pharmacy and french students experienced anonymous and non-anonymous marking of coursework across different modules. Student performance data were collected, and a survey was administered following the completion of their modules. Results revealed that anonymous marking did not seem to advantage or disadvantage particular groups of students in terms of grade outcome. There was no significant difference in perceptions of fairness according to whether or not marking was anonymous. Furthermore, the results suggest that anonymous marking might undermine the learning potential of feedback, and minimise the strength of the relationship between lecturers and students, which may minimise the role of dialogue in the feedback process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01