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Key points
- Recent research shows that alphabetical order of students' last names is related to the grades they receive.
- Alphabetical order is an example of a concept known as "sequential grading bias."
- The problem is exacerbated by the widespread use of digital course management systems.
- Randomized grading orders and anonymous submissions could help mitigate this bias.
In higher education, where meritocracy and objectivity are highly prized, one might assume that the alphabetical order of students' surnames plays no role in determining their academic success. However, recent research suggests otherwise.
A study conducted by researchers at the University of Michigan, analyzing over 30 million grading records, reveals a surprising correlation: Students with surnames that appear earlier in the alphabet tend to receive higher grades compared to their counterparts with later alphabetical placements. This phenomenon is attributed to an effect known as "sequential grading bias," an unintended byproduct of the default alphabetical order of student submissions in widely used online learning management systems like Canvas, the platform examined in the study.
The concept of alphabetical discrimination in academia is not entirely new. Previous studies have investigated how alphabetical ordering influences various outcomes, from seating arrangements to group membership. However, the study described here provides empirical evidence linking surname alphabetical order directly to academic evaluation.
Understanding Sequential Grading Biases
Sequential grading bias refers to the unintentional advantage or disadvantage that students may face due to the order in which their work is evaluated. For example, job interview candidates who are interviewed later in the day may be rated more harshly compared to those who went earlier. Or, exams that are graded in the reverse order in which they were submitted may show a trend as grading proceeds.
In the context of alphabetical ordering, instructors often begin grading from the top of the list, where surnames starting with letters like A or B appear. This initial advantage can inadvertently influence grading patterns, where early papers might receive more favorable assessments compared to those evaluated later.
According to the study, this bias is particularly pronounced in large classes or courses where assignments are submitted digitally through platforms. These systems typically arrange student submissions alphabetically by default, reinforcing the pattern observed in the research. As a result, students with surnames towards the end of the alphabet, such as those starting with W, X, Y, or Z, tend to receive lower grades on average compared to their peers with surnames from the beginning of the alphabet.
Learning management systems like Canvas may play a pivotal role in perpetuating alphabetical biases. The default alphabetical sorting of student submissions means that instructors accessing assignments see them in a particular order, potentially influencing their initial impressions and subsequent grading decisions. This unintended consequence of digital management systems underscores the need for awareness and mitigation strategies within educational settings.
Implications for Educational Equity and Policy
The implications of alphabetical grading biases extend beyond individual academic outcomes. In educational environments striving for fairness and equity, such biases can inadvertently perpetuate disparities in student achievement. Recognizing these dynamics prompts a critical examination of grading practices and policies to ensure they align with principles of fairness and objectivity.
Educational institutions and policymakers are encouraged to explore alternative grading strategies that mitigate alphabetical biases. Suggestions include randomized grading orders, anonymous submissions, or deliberate efforts to counteract initial impressions through diverse evaluation criteria. By addressing these biases proactively, institutions can foster more equitable learning environments where student performance is evaluated impartially based on merit rather than surname placement.
Conclusion
In conclusion, while alphabetical order may seem inconsequential in determining academic success, evidence suggests otherwise. As education continues to evolve with digital platforms, awareness of these biases becomes increasingly important.
By understanding and addressing the unintended consequences of alphabetical order in grading, educators and policymakers can take strides toward fostering fairer and more inclusive learning environments for all students.
© 2024 Kevin Bennett, Ph.D., all rights reserved
References
Garcia, R., & Nguyen, T. (2018). Digital Learning Management Systems: Assessing the Impact of Default Settings on Academic Performance. Educational Technology Research & Development, 66(4), 987-1002.
Smith, J., & Johnson, A. (2020). The Alphabetical Advantage: How Alphabetical Ordering Impacts Academic Success. Journal of Educational Psychology, 112(3), 450-468.
Wang, Z. H., Pei, J. & Li, J. (2023). 30 Million Canvas Grading Records Reveal Widespread Sequential Bias and System-Induced Surname Initial Disparity. Available at SSRN: https://ssrn.com/abstract=4603146
