Exploring the Influence of Anonymity and Prior-Performance on Teacher Grading Behavior.

Gurung, Ashish

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Exploring the Influence of Anonymity and Prior-Performance on Teacher Grading Behavior.

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Equity and fairness in assessing student work are paramount for fostering positive learning experiences and ensuring high-quality instruction in classrooms. Previous research has highlighted the susceptibility of teachers to the Halo Effect, particularly concerning factors such as perceived ability and student identity. Building on this body of research, this paper advances our understanding of the Halo Effect's influence on teacher grading behavior through a factorial randomized control trial. The study specifically investigates teachers’ susceptibility to student identity (using pseudonyms) and prior performance information, with a focus on educators utilizing computer-based learning platforms for mathematics instruction and evaluation. Notably, the findings reveal no significant impact of either prior performance information or student identity on teacher grading behavior. Teachers consistently displayed similar grading practices across conditions, irrespective of student identity or prior performance information. However, in instances where teachers had graded responses as part of their regular class prior to the study and had access to the real student identity, there was a variance in the grades when comparing the original grades with those assigned during the study. These findings contribute to our understanding of teacher grading behavior, suggesting the potential existence of considerate grading behavior. This behavior entails teachers incorporating student identity into their grading practices to tailor instructional approaches. By examining the complex factors guiding teachers' grading practices, this study contributes to the existing body of research. Crucially, this integration of student identity does not manifest as biases or prejudice but serves as an invaluable tool for acquiring a nuanced understanding of student needs and motivations. The outcome of this study highlights an alternative source of variation in grading schema that can have significant implications for educational research. The findings offer valuable insights into the nuanced ways in which teachers integrate student identity into their instructional strategies.

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