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

Batten, John; Batey, Joanne; Shafe, Laura; Gubby, L.; Birch, Phil D. J.

doi:10.1080/02602938.2011.640928

Cited by 17 publications

(11 citation statements)

References 49 publications

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“…The findings reported in this article are stronger than the mixed findings of experimental studies that provided insufficient data to be included in this meta-analysis (Baird, 1998; Batten et al., 2013; Chase, 1986; Erwin & Calev, 1984; Harari & McDavid, 1973; Graham & Dwyer, 1987 [untrained graders]; Kehle, 1976 [physical attractiveness analyses]; Seraydarian & Busse, 1981). The meta-analytic findings reported here are also clearer than the results of non-experimental field studies (see e.g.…”

Section: Discussioncontrasting

confidence: 54%

“…In very similar studies, Erwin and Calev (1984) found a significant effect and Harari and McDavid (1973) found mixed evidence of an effect. In a study with only 15 graders, Batten, Batey, Shafe, Gubby, and Birch (2013) found no significant evidence of information about university students’ prior performance biasing grading of their essays. Likewise, Chase (1986) found no evidence of knowledge of prior performance affecting grading of the essays of primary school students.…”

Section: Methodsmentioning

confidence: 86%

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Bias in grading: A meta-analysis of experimental research findings

Malouff

Thorsteinsson

2016

Australian Journal of Education

132

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This article provides a meta-analysis of experimental research findings on the existence of bias in subjective grading of student work such as essay writing. Twenty-three analyses, from 20 studies, with a total of 1935 graders, met the inclusion criteria for the meta-analysis. All studies involved graders being exposed to a specific type of information about a student other than the student’s performance on a task. The hypothesized biasing characteristics included different race/ethnic backgrounds, education-related deficiencies, physical unattractiveness and poor quality of prior performance. The statistically significant overall between-groups effect size was g = 0.36. Moderator analyses showed no significant difference in effect size related to whether the work graded was from a primary school student or a university student. No one type of biasing characteristic showed a significantly higher effect size than other types. The results suggest that bias can occur in subjective grading when graders are aware of irrelevant information about the students.

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Section: Discussioncontrasting

confidence: 54%

Section: Methodsmentioning

confidence: 86%

Bias in grading: A meta-analysis of experimental research findings

Malouff

Thorsteinsson

2016

Australian Journal of Education

132

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“…The feedback provided for each participant was qualitatively analysed using the template developed by Batten et al (2013). This template was devised following thematic analysis and was used to facilitate comparisons between the experimental conditions.…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately we don't live in that world. (Baty 2007, 1-2) This suggests the existence of bias in the marking of student work and has resulted in an increasing amount of pressure from across the sector to move towards a uniform method whereby all student work is anonymously assessed (Batten et al 2013). However, for a number of practical and professional reasons, many academics remain opposed to the widespread implementation of anonymous marking.…”

Section: Introductionmentioning

confidence: 99%

The influence of student gender on the assessment of undergraduate student work

Birch

Batten

Batey

2015

Assessment & Evaluation in Higher Education

Self Cite

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The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.

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“…Moreover, if some students with bad grades for previous work and not pleasant in class may create a negative halo effect [10,18]. However, not every study reported the halo effect on grading [2]. The bias in written exams following an oral exam by academics has been reported previously [17].…”

Section: Influence Of Examiner On the Assessment Systemmentioning

confidence: 97%

Reliability of Assessing Oral Presentations by the University Professionals

Kasthuriratna¹,

Rathnayaka²,

Kodithuwakkuge³

et al. 2021

IRISS

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The fairness and precision of evaluation of Oral Presentations of students by university professionals have become a debatable subject. The effectiveness of the evaluation of PowerPoint presentations was seriously questioned by the students due to its unreliability of scoring procedure. Therefore, it's important to establish a planned evaluation system for oral presentation based on PowerPoint, to guarantee the fairness for every student. To minimize the potential biases, most of the universities presently adopt Objective Structured Evaluation systems to enhance the transparency and the reliability of the assessments. In view of that, the present study analysed the biasness of assessing the oral presentations of a student cohort of a university. For this study, mean score of each student received from each examiner was taken. Single-factor ANOVA tests were conducted to analyse variances to compare three examiner groups; professors, senior lecturers and probationary lecturers. Tukey simultaneous test was conducted to identify mean differences in each comparison. Strong evidence of differences among the three examiner groups was present. Within the most senior level of professionals, a greater degree of variance was also identified. In addition, there is a variance within the senior lecturer group while the probationary lecturer group did not reflect any significant variance. In conclusion, our findings demonstrated statistically significant differences in the marks awarded for the PowerPoint presentations of undergraduates as influenced by examiners' experience and seniority both in between examiners and within the same level of examiners.

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

Cited by 17 publications

References 49 publications

Bias in grading: A meta-analysis of experimental research findings

Bias in grading: A meta-analysis of experimental research findings

The influence of student gender on the assessment of undergraduate student work

Reliability of Assessing Oral Presentations by the University Professionals

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