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Assessment by comparative judgement: an application to secondary statistics and English in New Zealand

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journal contribution
posted on 02.04.2020 by Neil Marshall, Kirsten Shaw, Jodie Hunter, Ian Jones
There is growing interest in using comparative judgement to assess student work as an alternative to traditional marking. Comparative judgement requires no rubrics and is instead grounded in experts making pairwise judgements about the relative ‘quality’ of students’ work according to a high level criterion. The resulting decision data are fitted to a statistical model to produce a score for each student. Cited benefits of comparative judgement over traditional methods include increased reliability, validity and efficiency of assessment processes. We investigated whether such claims apply to summative statistics and English assessments in New Zealand. Experts comparatively judged students’ responses to two national assessment tasks, and the reliability and validity of the outcomes were explored using standard techniques. We present evidence that the comparative judgement process efficiently produced reliable and valid assessment outcomes. We consider the limitations of the study, and make suggestions for further research and potential applications.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

New Zealand Journal of Educational Studies

Volume

55

Pages

49 - 71

Publisher

Springer Nature

Version

VoR (Version of Record)

Rights holder

© The Authors

Publisher statement

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Acceptance date

31/03/2020

Publication date

2020-04-08

Copyright date

2020

ISSN

0028-8276

eISSN

2199-4714

Language

en

Depositor

Dr Ian Jones. Deposit date: 31 March 2020

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