Pedagogiska dilemman vid anonymiserad examination och bedömning
(2023) In Högre utbildning 13(3). p.87-96- Abstract
- Advantages and disadvantages of anonymisation of assessment procedures have been discussed for decades. It is not difficult to understand why the issue has been on the agenda for such a long time. To a large extent, both in Sweden and internationally, it is the students who request anonymisation in examination procedures, and their demands stem from a concern about bias in assessment and grading. In Sweden, anonymized assessment was introduced at many higher education institutions about a decade ago. The implementation, however, was rarely preceded by discussions about potential pedagogical consequences. Research of later years on effects of anonymisation, as well as knowledge about the effects of assessment on student learning, call for a... (More)
- Advantages and disadvantages of anonymisation of assessment procedures have been discussed for decades. It is not difficult to understand why the issue has been on the agenda for such a long time. To a large extent, both in Sweden and internationally, it is the students who request anonymisation in examination procedures, and their demands stem from a concern about bias in assessment and grading. In Sweden, anonymized assessment was introduced at many higher education institutions about a decade ago. The implementation, however, was rarely preceded by discussions about potential pedagogical consequences. Research of later years on effects of anonymisation, as well as knowledge about the effects of assessment on student learning, call for a discussion. Researchers have not been able to find evidence of positive consequences of anonymisation in terms of reduced bias in grading. Instead, there is a risk that central qualities in assessment procedures are undermined by an assessment culture steered by requirements on anonymisation. For example, qualities such as feed forward, assessment of progression, the development of learning-oriented assessment forms and a relationship rich higher education are at risk. In this article, I advocate a certain degree of caution when it comes to the implementation of anonymized assessment methods, and call for a nuanced discussion, focusing assessment as a tool for student learning. (Less)
- Abstract (Swedish)
- För- och nackdelar med anonymisering av examinationer har diskuterats i decennier. Det är inte svårt att förstå varför ämnet har varit brännande och att det varit så under lång tid. Frågan har i hög grad varit studentdriven, både i Sverige och internationellt, och har sin grund i oro för bias vid bedömning och betygsättning. I Sverige infördes anonymisering av examinationer vid många lärosäten för 10–15 år sedan. Åtgärden föregicks dock sällan av diskussioner om eventuella pedagogiska konsekvenser. Senare års studier av effekterna av anonymisering, tillsammans med kunskaper om hur examination och bedömning påverkar studenters lärande, visar emellertid att en sådan diskussion bör föras. Forskningen har inte kunnat finna tydliga belägg för... (More)
- För- och nackdelar med anonymisering av examinationer har diskuterats i decennier. Det är inte svårt att förstå varför ämnet har varit brännande och att det varit så under lång tid. Frågan har i hög grad varit studentdriven, både i Sverige och internationellt, och har sin grund i oro för bias vid bedömning och betygsättning. I Sverige infördes anonymisering av examinationer vid många lärosäten för 10–15 år sedan. Åtgärden föregicks dock sällan av diskussioner om eventuella pedagogiska konsekvenser. Senare års studier av effekterna av anonymisering, tillsammans med kunskaper om hur examination och bedömning påverkar studenters lärande, visar emellertid att en sådan diskussion bör föras. Forskningen har inte kunnat finna tydliga belägg för att anonymisering har positiva konsekvenser i form av minskad bias vid betygsättning. Det finns dessutom risk att centrala kvaliteter som framåtsyftande återkoppling, bedömning av progression, utvecklandet av lärandeorienterade examinationsformer samt en relationsrik högre utbildning motverkas av en examinationskultur som styrs av anonymiseringskrav. I diskussionen som följer argumenterar jag för en viss försiktighet vad gäller tillämpandet av anonymisering samt efterlyser en nyanserad diskussion där studenters lärande står i fokus. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1b9ecffa-3f69-4a33-acd5-6de750a63a4c
- author
- Bergqvist Rydén, Johanna LU
- organization
- alternative title
- Pedagogical dilemmas when anonymizing examination and assessment
- publishing date
- 2023
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- anonymisering, anonymiserad, examination, bedömning, studenters lärande, lärandeorienterad examination, lärandeorienterad bedömning
- in
- Högre utbildning
- volume
- 13
- issue
- 3
- pages
- 87 - 96
- publisher
- Swednet
- external identifiers
-
- scopus:85183866923
- ISSN
- 2000-7558
- DOI
- 10.23865/hu.v13.3980
- language
- Swedish
- LU publication?
- yes
- id
- 1b9ecffa-3f69-4a33-acd5-6de750a63a4c
- date added to LUP
- 2024-02-06 16:08:28
- date last changed
- 2024-02-27 11:13:39
@article{1b9ecffa-3f69-4a33-acd5-6de750a63a4c,
abstract = {{Advantages and disadvantages of anonymisation of assessment procedures have been discussed for decades. It is not difficult to understand why the issue has been on the agenda for such a long time. To a large extent, both in Sweden and internationally, it is the students who request anonymisation in examination procedures, and their demands stem from a concern about bias in assessment and grading. In Sweden, anonymized assessment was introduced at many higher education institutions about a decade ago. The implementation, however, was rarely preceded by discussions about potential pedagogical consequences. Research of later years on effects of anonymisation, as well as knowledge about the effects of assessment on student learning, call for a discussion. Researchers have not been able to find evidence of positive consequences of anonymisation in terms of reduced bias in grading. Instead, there is a risk that central qualities in assessment procedures are undermined by an assessment culture steered by requirements on anonymisation. For example, qualities such as feed forward, assessment of progression, the development of learning-oriented assessment forms and a relationship rich higher education are at risk. In this article, I advocate a certain degree of caution when it comes to the implementation of anonymized assessment methods, and call for a nuanced discussion, focusing assessment as a tool for student learning.}},
author = {{Bergqvist Rydén, Johanna}},
issn = {{2000-7558}},
keywords = {{anonymisering; anonymiserad; examination; bedömning; studenters lärande; lärandeorienterad examination; lärandeorienterad bedömning}},
language = {{swe}},
number = {{3}},
pages = {{87--96}},
publisher = {{Swednet}},
series = {{Högre utbildning}},
title = {{Pedagogiska dilemman vid anonymiserad examination och bedömning}},
url = {{http://dx.doi.org/10.23865/hu.v13.3980}},
doi = {{10.23865/hu.v13.3980}},
volume = {{13}},
year = {{2023}},
}