When connection between student and educator is minimised, as in anonymous grading, students report weaker relationships and perceive feedback as less beneficial¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Perceptions of care and connection are critical to feedback receptivity; under anonymous grading students report weaker educator relationships and perceive feedback as less beneficial. → Winstone 2026

Evidence¶

Winstone 2026¶

Winstone, N. E., Gravett, K., Bearman, M., Noble, C., Jensen, L. X., Jones, A., & Nicola-Richmond, K. (2026). The care-full craft of feedback in an age of generative AI. Assessment & Evaluation in Higher Education, 51(5), 911-927. https://doi.org/10.1080/02602938.2026.2643333

q2 · i? · theoretical · r2

The review reports, citing Pitt and Winstone (2018), that "when such connection is minimised, for example in anonymous grading practices, students report weaker relationships with their educators and perceive feedback as less beneficial". The review does not print effect sizes or study design details.

"Evidence shows that when such connection is minimised, for example in anonymous grading practices, students report weaker relationships with their educators and perceive feedback as less beneficial (Pitt and Winstone 2018)."

Discussion¶

Learner Variables¶

Belonging — outcome: instruction changes it

Students reported a weaker sense of belonging than staff perceived, indicating staff overestimate their impact on students' belonging and respect — related
GenAI can support learner agency through self-regulated learning, self-efficacy, and feedback literacy under appropriate conditions — related

Page metadata

Field	Value
`type`	`claim`
`id`	`anonymous-grading-weakens-connection-and-feedback-benefit`
`title`	`When connection between student and educator is minimised, as in anonymous grading, students report weaker relationships and perceive feedback as less beneficial`
`description`	`When connection between student and educator is minimised, as in anonymous grading, students report weaker relationships and perceive feedback as less beneficial`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2026`
`generated`	by `process:wiki-ingest` on `2026-10-12`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `winstone-2026`

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