Sentence examples for of comparative judgement from inspiring English sources

Researchers have identified several limitations of comparative judgement.

We describe the foundations of comparative judgement and dispel many of the old issues regarding its use in regards to time, cost and training for large-scale assessment.

The original conception of comparative judgement was that repeated comparisons of pairs of items, objects or performance used for an immediate perception with minimal cognitive processing.

In this paper we argue for the increased use of comparative judgement in the assessment of performance, particularly where creative expression is an integral component of that performance.

These online systems, such as the Adaptive Comparative Judgement System (ACJS) (Pollitt, 2012b) and the Pair-Wise Web Software (Humphry et al. 2013 2015), are based on Thurstone's (1927) law of comparative judgement and have dealt with many of the issues, that in the past inhibited the use of comparative judgement in assessment (Jones & Alcock, 2012; Pollitt, 2012a).

According to Pollitt (2012a) the high reliability of comparative judgement is a "consequence of the constant focus on validity" (p. 168) and this "demands and checks that a sufficient consensus exists amongst the pool of judges involved" (p. 167).

The judgements were correlated with scripts' grades to determine the validity and reliability of comparative judgements as a measure to assess summative examinations and problem solving in mathematics.

This approach, of course, assumes that it is possible to make these sorts of comparative judgements (for arguments that this is not generally possible see Alexander 1989, 34 7).

The first study investigated the suitability of comparative judgements to assess the General Certificate of Secondary Education (GCSE) final examinations in the UK to determine whether comparative judgement could replicate the analytical marking using specific criteria.

During this study Professor Richard Kimbell from London University was a visiting scholar at the centre; he introduced the e-scape project, assessing complex practical performance using evidence collected in digital forms, and the use of comparative judgements for generating scores (Kimbell, 2012).

In this paper we have used a range of literature and CSaLT's eight-year research journey to argue that the authenticity, validity and reliability of high-stakes summative assessment may be enhanced through the use of the comparative judgement method of scoring using digital representation of evidence and online tools to facilitate scoring and feedback.