Marshall2020_Article_AssessmentByComparativeJudgeme.pdf (914.09 kB)
Assessment by comparative judgement: an application to secondary statistics and English in New Zealand
journal contribution
posted on 2020-04-02, 10:09 authored by Neil Marshall, Kirsten Shaw, Jodie Hunter, Ian JonesIan JonesThere 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 StudiesVolume
55Pages
49 - 71Publisher
Springer NatureVersion
- VoR (Version of Record)
Rights holder
© The AuthorsPublisher 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
2020-03-31Publication date
2020-04-08Copyright date
2020ISSN
0028-8276eISSN
2199-4714Publisher version
Language
- en