A large scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessment

2.50
Hdl Handle:
http://hdl.handle.net/2436/620592
Title:
A large scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessment
Authors:
Hinton, Danny ( 0000-0003-3964-7533 ) ; Higson, Helen
Abstract:
The present research aims to more fully explore the issues of performance differences in higher education assessment, particularly in the context of a common measure taken to address them. The rationale for the study is that, while performance differences in written examinations are relatively well researched, few studies have examined the efficacy of anonymous marking in reducing these performance differences, particularly in modern student populations. By examining a large archive (N = 30674) of assessment data spanning a twelve-year period, the relationship between assessment marks and factors such as ethnic group, gender and socio-environmental background was investigated. In particular, analysis focused on the impact that the implementation of anonymous marking for assessment of written examinations and coursework has had on the magnitude of mean score differences between demographic groups of students. While group differences were found to be pervasive in higher education assessment, these differences were observed to be relatively small in practical terms. Further, it appears that the introduction of anonymous marking has had a negligible effect in reducing them. The implications of these results are discussed, focusing on two issues, firstly a defence of examinations as a fair and legitimate form of assessment in Higher Education, and, secondly, a call for the re-examination of the efficacy of anonymous marking in reducing group performance differences.
Citation:
Hinton DP, Higson H (2017) A large-scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessment. PLoS ONE 12(8): e0182711. https://doi.org/10.1371/ journal.pone.0182711
Publisher:
PLOS
Journal:
PLOS ONE
Issue Date:
Aug-2017
URI:
http://hdl.handle.net/2436/620592
Additional Links:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0182711
Type:
Article
Language:
en
ISSN:
1932-6203
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorHinton, Dannyen
dc.contributor.authorHigson, Helenen
dc.date.accessioned2017-08-16T08:43:34Z-
dc.date.available2017-08-16T08:43:34Z-
dc.date.issued2017-08-
dc.identifier.citationHinton DP, Higson H (2017) A large-scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessment. PLoS ONE 12(8): e0182711. https://doi.org/10.1371/ journal.pone.0182711en
dc.identifier.issn1932-6203en
dc.identifier.urihttp://hdl.handle.net/2436/620592-
dc.description.abstractThe present research aims to more fully explore the issues of performance differences in higher education assessment, particularly in the context of a common measure taken to address them. The rationale for the study is that, while performance differences in written examinations are relatively well researched, few studies have examined the efficacy of anonymous marking in reducing these performance differences, particularly in modern student populations. By examining a large archive (N = 30674) of assessment data spanning a twelve-year period, the relationship between assessment marks and factors such as ethnic group, gender and socio-environmental background was investigated. In particular, analysis focused on the impact that the implementation of anonymous marking for assessment of written examinations and coursework has had on the magnitude of mean score differences between demographic groups of students. While group differences were found to be pervasive in higher education assessment, these differences were observed to be relatively small in practical terms. Further, it appears that the introduction of anonymous marking has had a negligible effect in reducing them. The implications of these results are discussed, focusing on two issues, firstly a defence of examinations as a fair and legitimate form of assessment in Higher Education, and, secondly, a call for the re-examination of the efficacy of anonymous marking in reducing group performance differences.en
dc.language.isoenen
dc.publisherPLOSen
dc.relation.urlhttp://journals.plos.org/plosone/article?id=10.1371/journal.pone.0182711en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecthigher educationen
dc.subjectassessment; examinationsen
dc.subjectexaminationsen
dc.subjectcourseworken
dc.subjectgenderen
dc.subjectsocioeconomic status;en
dc.subjectanonymous markingen
dc.subjectethnicityen
dc.titleA large scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessmenten
dc.typeArticleen
dc.identifier.journalPLOS ONEen
dc.date.accepted2017-07-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW160817DHen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2017-08-15en
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