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Halo effects in grading student projects.

Ian Dennis1

  • 1School of Psychology, University of Plymouth, Drake's Circus, Plymouth, United Kingdom. idennis@plym.ac.uk

The Journal of Applied Psychology
|July 20, 2007
PubMed
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Educational grading shows significant halo effects, where initial impressions influence subsequent assessments. This study reveals biases in grading, even among expert assessors, impacting academic evaluations.

Area of Science:

  • Educational Psychology
  • Assessment and Evaluation

Background:

  • Halo effects, where general impressions influence specific judgments, are under-researched in educational grading.
  • Understanding these biases is crucial for fair and accurate academic assessment.

Purpose of the Study:

  • To investigate the presence and nature of halo effects in the grading of undergraduate projects.
  • To determine factors influencing halo effects, such as grader experience and grade interdependencies.

Main Methods:

  • Analysis of grades awarded by two independent graders to undergraduate projects.
  • Application of a correlated uniqueness model to quantify halo effects.
  • Comparison of halo effects between different graders and grading sections.

Main Results:

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  • Substantial halo effects were observed in grading, even by expert assessors.
  • Halo effects were stronger between grades for the same project section than for different sections.
  • Grader reliability correlated with reduced within-section halo, but not between-section halo.

Conclusions:

  • Halo effects significantly impact educational grading, extending beyond a simple general impression.
  • The structure of assessment, with interdependencies between grades for specific sections, exacerbates halo effects.
  • Further research is needed to mitigate these biases in academic evaluations.