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Frågan om anonymise...
Frågan om anonymiserade examinationer ur ett pedagogiskt perspektiv
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- Bergqvist Rydén, Johanna (författare)
- Lund University,Lunds universitet,Högskolepedagogisk utveckling, AHU,Institutionen för utbildningsvetenskap,Institutioner,Humanistiska och teologiska fakulteterna,Division for Higher Education Development,Department of Educational Sciences,Departments,Joint Faculties of Humanities and Theology
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Santesson, Sara (redaktör/utgivare)
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Andersson, Sara (redaktör/utgivare)
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(creator_code:org_t)
- 2024
- 2024
- Svenska 17 s.
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Ingår i: 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. - 9789172674844 ; , s. 153-170
- Relaterad länk:
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https://lup.lub.lu.s...
Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
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