The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers

Pitt, Edd; Winstone, Naomi

doi:10.1080/02602938.2018.1437594

Cited by 43 publications

(26 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The students' average test score dropped when the examinations were blinded, but there was no evidence of gender bias. Hinton & Higson (2017) similarly report a null effect of anonymization on gender differences in grades for UK undergraduates, as do Pitt & Winstone (2018).…”

Section: Empirical Studies Of Biases In Gradingmentioning

confidence: 89%

Biased grades? Changes in grading after a blinding of examinations reform

Bygren

2019

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

Group differences in average grades prior to and after a step-wise introduction of blinded examinations at Stockholm University are examined. Relative to students with 'native' names, students with 'foreign' names appear to experience weak positive bias in the grading of their examinations, but the estimated effect is sensitive to model specification. No substantial effects of blinding examinations with respect to male-female gaps are found. The results suggest that examinerswhen the names of students are disclosed to themif anything have a weak tendency to positively discriminate for students perceived to have an immigrant background, but they do not appear to discriminate on the basis of gender.

show abstract

Section: Empirical Studies Of Biases In Gradingmentioning

confidence: 89%

Biased grades? Changes in grading after a blinding of examinations reform

Bygren

2019

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…The interaction between trainee and coworkers is limited in this type of feedback, since trainees review the collated MSF with their supervisor and not with the individual feedback deliverers. Research in higher education has highlighted that anonymous marking might undermine the learning potential of feedback, as it deemphasizes the relationship between feedback deliverer and feedback receiver [11]. In workplace-based assessments like the Mini-CEX (Mini-Clinical Evaluation Exercise), a health care professional directly observes a trainee during an interaction with a patient, immediately followed by brief, structured feedback [12,13].…”

Section: Introductionmentioning

confidence: 99%

Identity matters - perceptions of inter-professional feedback in the context of workplace-based assessment in Diabetology training: a qualitative study

Feller

Berendonk

2020

BMC Med Educ

View full text Add to dashboard Cite

Background: Inter-professional collaboration is acknowledged as essential for quality patient-care. However, little is known about receptiveness to inter-professional feedback in the postgraduate training. This study explores, in light of social identity theory, the perceptions of residents, supervising physicians and allied health care professionals regarding inter-professional feedback in the context of workplace-based assessment. Methods: For 6 months, residents in Diabetology at the University Hospital of Bern performed formative workplace-based assessments under direct observation of a supervising physician and an allied health care professional. Feedback from both observers was given to the resident after every assessment. Subsequently, focus group discussions were conducted to collect the participants' perceptions of inter-and intra-professional feedback. Transcripts were analyzed qualitatively using a thematic analysis approach. Results: We identified four main themes: (1) Identity and hierarchy; (2) Interdependence of feedback source and feedback content; (3) Impact on collaboration and patient-care; (4) Logistical and organizational requirements. While different social identities are the source of inter-professional hierarchies, they did not impede the receptiveness to feedback. Perceived trustworthiness of the feedback was attributed with more importance than professional affiliations, whereas intra-professional hierarchies between physicians led to the perception of a more summative nature of the feedback and rather impeded receptiveness. According to the participants, inter-professional feedback raised awareness of the working reality of other team members and had a positive impact on communication between the different professional groups. Moreover, participants reported positive response from patients regarding the inter-professional collaboration they experienced. Considerable organizational effort is required to enable the parallel observation of a resident's consultation by a supervising physician and an allied health care professional. Conclusions: Feedback from allied health care professionals can be a valuable learning resource for residents, given its role outside the sometimes conflicting area of intra-professional hierarchies. Inter-professional feedback in the context of workplace-based assessment carries the potential to strengthen collaboration between the different professional groups.

show abstract

“…The 4 interaction between trainee and co-workers is limited in this type of feedback, since trainees review the collated MSF with their supervisor and not with the individual feedback deliverers. Research in higher education has highlighted that anonymous marking might undermine the learning potential of feedback, as it deemphasizes the relationship between feedback deliverer and feedback receiver (11). In workplace-based assessments like the Mini-CEX (Mini-Clinical Evaluation Exercise), a health care professional directly observes a trainee during an interaction with a patient, immediately followed by brief, structured feedback (12,13).…”

Section: Introductionmentioning

confidence: 99%

Identity Matters- Perceptions of Inter-Professional Feedback in the Context of Workplace-based Assessment in Diabetology Training: A Qualitative Study

Feller

Berendonk

2020

Preprint

View full text Add to dashboard Cite

Background: Inter-professional collaboration is acknowledged as essential for quality patient-care. However, little is known about receptiveness to inter-professional feedback in the postgraduate training. This study explores, in light of social identity theory, the perceptions of residents, supervising physicians and allied health care professionals regarding inter-professional feedback in the context of workplace-based assessment. Methods: For six months, residents in diabetology at the University Hospital of Bern performed formative workplace-based assessments under direct observation of a supervising physician and an allied health care professional. Feedback from both observers was given to the resident after every assessment. Subsequently, focus group discussions were conducted to collect the participants’ perceptions of inter- and intra-professional feedback. Transcripts were analyzed qualitatively using a thematic analysis approach. Results: We identified four main themes: (1) Identity and hierarchy; (2) Interdependence of feedback source and feedback content; (3) Impact on collaboration and patient-care; (4) Logistical and organizational requirements. While different social identities are the source of inter-professional hierarchies, they did not impede the receptiveness to feedback. Perceived trustworthiness of the feedback was attributed with more importance than professional affiliations, whereas intra-professional hierarchies between physicians led to the perception of a more summative nature of the feedback and rather impeded receptiveness. According to the participants, inter-professional feedback raised awareness of the working reality of other team members and had a positive impact on communication between the different professional groups. Moreover, participants reported positive response from patients regarding the inter-professional collaboration they experienced. Considerable organizational effort is required to enable the parallel observation of a resident’s consultation by a supervising physician and an allied health care professional. Conclusions: Feedback from allied health care professionals can be a valuable learning resource for residents, given its role outside the sometimes conflicting area of intra-professional hierarchies. Inter-professional feedback in the context of workplace-based assessment carries the potential to strengthen collaboration between the different professional groups.

show abstract

The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers

Cited by 43 publications

References 38 publications

Biased grades? Changes in grading after a blinding of examinations reform

Biased grades? Changes in grading after a blinding of examinations reform

Identity matters - perceptions of inter-professional feedback in the context of workplace-based assessment in Diabetology training: a qualitative study

Identity Matters- Perceptions of Inter-Professional Feedback in the Context of Workplace-based Assessment in Diabetology Training: A Qualitative Study

Contact Info

Product

Resources

About