![]() ![]() Now, almost two decades later, various comparative judgement tools are available for education, such as Comproved or NoMoreMarking. His work convincingly explained the merits of comparative assessment in terms of validity and provided the first evidence for a reliable summative assessment. Even though Thurstone already proposed the possibility of using comparative judgement for assessment in education, it was not until 2004 that Pollitt introduced the method in education in his paper “Let's stop marking exams”. The comparative judgement approach is based on Thurstone's law of comparative judgement (1927), which states that it is possible to discriminate between objects on a single scale through a series of pairwise comparisons ( Thurstone, 1927). ![]() This quality score reflects, so to speak, the shared consensus of the assessors ( Jones et al., 2015 van Daal et al., 2019). Based on these comparisons, the quality of each individual work can be estimated. Furthermore, each work is compared with several others and evaluated by multiple assessors. As assessors only must indicate which piece of work is better, differences in severity are not at play ( Pollitt, 2012). ![]() In comparative judgement, students' work is evaluated by pairwise comparison. Comparative judgement is considered to be a reliable and valid method for assessing student work (e.g., Lesterhuis et al., 2018 Verhavert et al., 2019). Assessing complex skills such as writing, designing, or problem-solving is a challenge. ![]()
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