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- Bergqvist Rydén, Johanna
(author)
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Pedagogiska dilemman vid anonymiserad examination och bedömning
- 2023
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In: Högre utbildning. - 2000-7558. ; 13:3, s. 87-96
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Journal article (peer-reviewed)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.
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