The influence of reputation information on the assessment of undergraduate student work

被引：6

作者：

Batten, John ^{[1
]}

Batey, Jo ^{[1
]}

Shafe, Laura ^{[1
]}

Gubby, Laura ^{[2
]}

Birch, Phil ^{[3
]}

机构：

[1] Univ Winchester, Dept Sports Studies, Winchester, Hants, England

[2] Canterbury Christ Church Univ, Canterbury, Kent, England

[3] Univ Chichester, Chichester, England

来源：

ASSESSMENT & EVALUATION IN HIGHER EDUCATION | 2013年 / 38卷 / 04期

关键词：

assessment; anonymity; bias; pedagogy; TEACHER EXPECTATIONS; SEX BIAS; PERCEPTIONS; STEREOTYPE; FEEDBACK; MARKING; GENDER;

D O I：

10.1080/02602938.2011.640928

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study employed an experimental design to examine the influence of knowledge of a student's previous performance and the general quality of their writing style on the assessment of undergraduate student work. Fifteen sport and exercise physiology academics were asked to mark and give feedback on two final year undergraduate student essays. The first student essay that participants marked was a control essay. The second essay was the target essay. Participants read one of three student reputation profiles (positive, negative or neutral) prior to marking this essay. KruskalWallis tests for difference indicated that the marks awarded to each essay did not significantly differ between the three student reputation conditions. Thematic analysis of the target essay also revealed no apparent differences in the way in which feedback was presented across the three student reputation profiles. It was therefore concluded that non-anonymous marking did not induce marker bias in this instance.

引用

页码：417 / 435

页数：19

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