Maintaining Objectivity in Grading: Balancing Personal Feelings and Fair Evaluation

The experience of being a teacher or evaluator involves a complex interplay of personal feelings and professional judgments. While every educator aspires to remain fair and objective, personal biases can sometimes influence the grading process. This article explores strategies and best practices for maintaining objectivity in grading, ensuring that assessments reflect true student performance rather than personal feelings.

The Impact of Personal Feelings on Grading

It is human nature to have personal feelings towards individuals, including students. These feelings can occasionally seep into the grading process, affecting the objectivity of the evaluation. However, as educators, it is crucial to recognize and address these potential biases to ensure that grades accurately reflect the students' understanding and effort. Personal feelings can either positively or negatively impact grading, such as favoring a more engaging and inquisitive student over one who merely meets the required standards.

A student who demonstrates inquisitiveness, thoughtful collaboration, and a commitment to refining their work, even when not required, is likely to be a better student and more successful in future endeavors. Shouldn't a grade reflect these qualities? While it is essential to maintain objectivity, the integration of subjective elements based on professional judgment can offer a more holistic evaluation of student performance. Nonetheless, there is a risk that these subjective elements may be influenced by latent biases or prejudices, which can undermine the fairness of the grading process. To mitigate this risk, educators often seek feedback from colleagues with diverse backgrounds to ensure a more balanced and impartial assessment.

The Role of Professional Judgment

Professional judgment plays a vital role in the grading process, providing a nuanced understanding of student performance that might not be captured by standardized tests alone. However, this judgment must be tempered with awareness of potential biases. Educators should regularly review their grading patterns for signs of such biases and actively seek ways to reduce their impact on the evaluation process. This can involve triangulating with graduate student section leaders or colleagues from different backgrounds to gain a more comprehensive perspective on student performance.

Implementing Anonymous Feedback and Evaluation Systems

To address the challenges of personal biases in grading, universities can implement structured feedback systems, such as anonymous rating questionnaires, to provide valuable insights and foster a more objective evaluation process. For instance, Tallinn University of Technology and other Estonian universities have an end-of-semester anonymous rating questionnaire. Students can rate their professors, teaching materials, accessibility of materials, fairness of grading, and the clarity of the grading system. This information, collected anonymously, allows professors to receive honest feedback without the fear of repercussions. The use of a 10-point system and open-ended comments further enhances the comprehensiveness of the feedback.

Additionally, regular quality of education interviews and questionnaires filled out by course representatives anonymously can provide valuable insights into the overall teaching and learning experience. While it may take years for significant changes to be made, these feedback mechanisms encourage professors to be more mindful of their grading practices, knowing that any perceived biases could lead to immediate and damaging feedback.

From my experience at Tallinn University of Technology, I can personally attest that professors were highly motivated to maintain objectivity in grading. Students understood that negative feedback would not reflect poorly on them, allowing for honest and open communication. Moreover, the systematic nature of the anonymous feedback process reduced the likelihood of professors relying on personal feelings for grading decisions. Many professors became known for their fairness, ensuring that grades were a true reflection of students' efforts and understanding rather than personal inclinations.

Ultimately, the key to maintaining objectivity in grading lies in the ability to recognize and mitigate personal biases, establish transparent and structured feedback systems, and foster an environment where educators can continuously improve their evaluative practices.