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Frågan om anonymiserade examinationer ur ett pedagogiskt perspektiv

Bergqvist Rydén, Johanna LU (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:
author
organization
publishing date
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}},
}