Frågan om anonymiserade examinationer ur ett pedagogiskt perspektiv
(2024) p.153-170- Abstract
- Anonymisation of assessments has been discussed for decades. It stems from a concern about unduly bias in assessment and grading. In Sweden, anonymised assessments were introduced in many universities a decade ago. It was rarely preceded by discussions on potential pedagogical consequences. Recent research on the effects of anonymisation does not confirm the hypothesis of reduced bias in grading. Research have also indicated that assessment and feedback designs affect student learning, and that anonymised assessment designs might obstruct the intentions of learning-oriented designs. I advocate a certain degree of caution and call for a nuanced discussion with students’ learning in focus.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/23f4212d-c0c6-49ab-8ce2-ebcc791a05d9
- author
- Bergqvist Rydén, Johanna LU
- organization
- publishing date
- 2024
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- categories
- Higher Education
- host publication
- Lifelong Learning and Higher Education: New (and Old) Perspectives : Proceedings from the 2022 Lund University Conference on Teaching and Learning - Proceedings from the 2022 Lund University Conference on Teaching and Learning
- editor
- Santesson, Sara and Andersson, Sara
- pages
- 17 pages
- publisher
- Lund University
- ISBN
- 978-91-7267-484-4
- 978-91-7267-484-1
- language
- Swedish
- LU publication?
- yes
- id
- 23f4212d-c0c6-49ab-8ce2-ebcc791a05d9
- date added to LUP
- 2024-02-06 15:39:59
- date last changed
- 2024-03-06 09:07:13
@inproceedings{23f4212d-c0c6-49ab-8ce2-ebcc791a05d9, abstract = {{Anonymisation of assessments has been discussed for decades. It stems from a concern about unduly bias in assessment and grading. In Sweden, anonymised assessments were introduced in many universities a decade ago. It was rarely preceded by discussions on potential pedagogical consequences. Recent research on the effects of anonymisation does not confirm the hypothesis of reduced bias in grading. Research have also indicated that assessment and feedback designs affect student learning, and that anonymised assessment designs might obstruct the intentions of learning-oriented designs. I advocate a certain degree of caution and call for a nuanced discussion with students’ learning in focus.}}, author = {{Bergqvist Rydén, Johanna}}, booktitle = {{Lifelong Learning and Higher Education: New (and Old) Perspectives : Proceedings from the 2022 Lund University Conference on Teaching and Learning}}, editor = {{Santesson, Sara and Andersson, Sara}}, isbn = {{978-91-7267-484-4}}, language = {{swe}}, pages = {{153--170}}, publisher = {{Lund University}}, title = {{Frågan om anonymiserade examinationer ur ett pedagogiskt perspektiv}}, year = {{2024}}, }