Bias in grading: A meta-analysis of experimental research findings
Abstract
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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Assessment is indivisible from individual value judgements because assessments are designed and evaluated by humans with complex socio-cultural backgrounds, educational experiences, and intellectual and personal values.
“Finally, assessment is indivisible from individual value judgements. No matter the structures and processes put in place, assessments are designed and evaluated by humans, with all their complex socio-cultural backgrounds, educational experiences, and intellectual and personal values (Malouff and Thorsteinsson 2016; Ryan and Viete 2009; Leathwood 2005; Stowell 2004).”
From A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy (2019) · cites this paper as Malouff and Thorsteinsson 2016
Identity markers differing from those of academic staff were found to be a significant factor in student attainment outcomes.
“Indeed, this was found to be a significant factor in student attainment outcomes when identity markers differed from those of academic staff (Malouff and Thorsteinsson 2016).”
From A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy (2019) · cites this paper as Malouff and Thorsteinsson 2016
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- Authors
- Malouff, J. M., & Thorsteinsson, E. B.
- Affiliations
- University of New England (AU)
- Corresponding author
- Malouff, John M
- Venue
- Australian Journal of Education
- Publisher
- SAGE Publications
- Published
- 2016-09-21
- Volume
- 60
- Issue
- 3
- Pages
- 245-256
- ISSN
- 0004-9441 (ISSN-L)
- 2050-5884
- OpenAlex
- W2512722101
- Cited by
- 222
- References
- 43
- Citations by year
- 2026: 22 · 2025: 29 · 2024: 44 · 2023: 21 · 2022: 26 · 2021: 15 · 2020: 13 · 2019: 42 · 2018: 6 · 2017: 3
- FWCI
- 6.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Australian Journal of Education (publishedVersion)
- EPubDev Repository (submittedVersion)
- RUNE (Research UNE) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Sociology and Political Science › Names, Identity, and Discrimination Research
- Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
- Keywords
- grading bias, subjective grading, essay writing, student assessment, race and ethnicity, physical attractiveness, prior performance
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