Arie Marlantis thank you for your comment. My point is not that the lack of tech affects how students are graded, only that Technology *can* mitigate this bias (but not always). As mentioned in the text **It is also true that technology can contribute to these human biases and that is the challenge of building these platforms that may just be replicating human bias. The dialogic element can mitigate this**. Tech is not a panacea, however, too often I have seen that students have been marked down, especially in humanities subjects because of the opinion of their peers influencing teachers/professors particularly in project work. One way of mitigating this is by providing portfolio learning, so that students can show evidence of their efforts, that can contribute to the final mark, rather than just strict assessment on one small area. This can also show a diversity of their work that can be evidenced over a longer period of time that may not be evident in a single platform or assessment in one day. It is this mixed combination of technology that can support teachers/professors in understanding a more holistic view of the student rather than just relying on their own subjective ideological bias or at worst others in the students peer group that I have seen happen.