Achieving objectivity while checking students' written assignments

Background. The problem of achieving objectivity while grading students’ papers is constantly under discussion in the pedagogical community. In this respect the issue of teachers’ qualification is sure to come to the foreground. However, scientific interest may arise in studying other, both subjective and objective, factors that could induce the teacher to downgrade, as well as upgrade the student’s mark. Purpose. This study aims to reveal such factors that affect objectivity of grading and determine the degree of their impact on the teacher. Materials and methods. The impetus for this article was the book “Noise. A Flaw in Human Judgement” by D. Kahneman and co-authors, where they analyse noise factors in various areas of human activities. The theoretical basis of the research is the review of accepted systems of evaluation criteria and scientific papers on the topic; the practical part presents the results of the survey designed by the author. Results. Both the literary review and the poll reveal that the main factors contributing to objectivity in evaluating students’ progress are teachers’ competence and lucid and concise grading criteria; nevertheless, objectivity may be impaired by a number of external factors that are difficult to remove. The existing education audit practices are complicated and overburden the teacher while diminishing the role of individual approach, which is vital in teaching foreign languages. EDN: RCNZDA