Frågan om anonymiserade examinationer ur ett pedagogiskt perspektiv

Bergqvist Rydén, JohannaLund 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 (författare)

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.

Santesson, Sara (redaktör/utgivare)
Andersson, Sara (redaktör/utgivare)
Högskolepedagogisk utveckling, AHUInstitutionen för utbildningsvetenskap (creator_code:org_t)

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, s. 153-1709789172674844

Av författaren/redakt...: Bergqvist Rydén, ...; Santesson, Sara; Andersson, Sara

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