Anonymous examination marking at University of Cape Town: The quest for an `agonising-free zone'

Abstract

In 2003 the University of Cape Town introduced an anonymous examination policy.
This article reports on a study of the impact of the implementation of this policy on
student performance. Comparisons of student results pre- and post policy
implementation showed no evidence of negative or positive discrimination of
students in the examination marking. Interviews with course conveners suggested
however, that, irrespective of the policy, markers infer student identity from
examinations and that these inferences can influence their assessment. The most
commonly cited example was `sympathetic marking', that is, assessors marking
more generously if they infer a student to be educationally under-prepared. The
article concludes that the implementation of this policy has had a limited impact on
strengthening the validity of assessment results, but is likely to be retained given
both staff and students' perceptions that the policy `objectifies' the marking process.

South African Journal of Higher Education Vol. 20(4) 2006: pp.528-546