![]() On the other hand, … I’m curious how anonymous the grading was able to remain.” Responding to this legitimate concern,I can report that reading an electronically submitted word processed document or pdf helped me to distance myself from the creator of that document, even if I could eventually distinguish who it was.Īdditional student concerns about the downsides of impersonal grading were mitigated by my one-on-one, engaging pedagogical style in sections. One student commented that “Anonymous grading is nice because it takes away any biases. Responding to the survey question “How often did the electronic submission cause you frustration?” over 2/3 of respondents selected “not much at all,” and all the others selected “sometimes.” Positive student comments included “Great system to keep things fair,” and “Since some of us became better acquainted with you than others, I think the anonymous grading was good.” Others suggested additional advantages of the system: “Saves paper and much energy,” “saves having to find a printer,” and “you can submit work at any time.” Some students indicated initial difficulty which they felt was resolved as the semester progressed. Subjectively, I assessed my students’ and my sense of how well the system worked, both for fairness and difficulty of use. ![]() I therefore set out to assess success both in subjective and objective ways. While it may have produced fairer grading, I wanted to ensure that it would not obstruct the learning environment to the point where the process was a net loss. I also used the Quiz & Survey tool to ask my students for feedback on the system at the end of the semester.Īssessment of the success of this solution was complex. formatting formulae, including screenshots). This method required students to prepare their assignments in electronic form some students had less experience with this, so I offered extra help on some necessary (and externally valuable) skills (e.g. My solution was to use the “Quiz & Survey” tool on bSpace, which allows students to submit work anonymously. I know from my previous years of experience how hard it can be to avoid subtle, unconscious bias towards students one has a closer relationship with, such as those who speak up or come to section, let alone those who are your friends. Of my 27 students, five were friends of mine. I encountered just such a problem teaching an upper division experimental design (statistics) course. However, we are human, and having structures in place to help us avoid bias can be highly valuable. ![]() ![]() Anonymous grading: Using online tools to help avoid biasĪs teachers, we all want to ensure that grading is fair and that no students have advantages that others do not. ![]()
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