Favoritism, a predisposition towards certain individuals due to personal connections or biases, is an inherent human condition that unfortunately makes its way into various sectors, including our education system. It is to address an instance of this concern that I stand before you today. As a student at the University of West of Scotland (UWS), I have first-hand experience of the issue. The current evaluative system at UWS involves tutors, who have direct interaction with the students, grading their work. This approach, though not intended, can lead to bias and a lack of anonymity, undermining both the tutor's objectivity and the student's faith in the grading system..

A study conducted by the National Bureau of Economic Research asserts that instructor biases, intentional or not, can indeed affect student ratings and outcomes (NBER, 2014). In light of this, providing a cloak of anonymity to submitted work by disassociating it from personal identities (in this case, student banner numbers) 

limitations of student banner numbers in preserving anonymity during the grading process. When tutors can easily identify students through their submission identifiers, it may lead to biases, whether intentional or subconscious, affecting the objectivity of their evaluations. This lack of true anonymity compromises the fairness of the grading system, as tutors might unconsciously favor students they know well or have preconceived notions about.

To address this issue, implementing independent markers—individuals who are not involved in the teaching or personal interactions with students—would create a more equitable assessment process. Independent marking can help ensure that evaluations are based solely on the quality of the work presented rather than any prior relationships or biases. This approach would not only enhance fairness but also uphold academic integrity, allowing each student to be assessed on their merit alone. Emphasizing independent evaluations is crucial in fostering an equitable and just educational environment, especially in diverse academic settings where varying backgrounds and experiences should be respected and fairly considered.

Therefore, to uphold the integrity of learning, we urge UWS to review and consider revising its evaluation systems for a nonpartial, fairer evaluative system. This, we truly believe, will ensure that every student stands on equal ground. It's time for #NoRoomForFavoritism at UWS. We ask you to support us in our pursuit of a fairer, unbiased grading system. Please sign this petition.