Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability

Tarricone, Pina; Newhouse, C. Paul

doi:10.1186/s41239-016-0018-x

Cited by 28 publications

(18 citation statements)

References 22 publications

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“…Perhaps the most focus to date has been on judging and scaling students' writing performances (Heldsinger & Humphry, 2010;Steedle & Ferrara, 2016;van Daal, Lesterhuis, Coertjens, Donche, & De Maeyer, 2016) and students' problem solving in mathematics (Bisson, Gilmore, Inglis, & Jones, 2016;Jones & Inglis, 2015;Jones, Swan, & Pollitt, 2015). Other areas of focus have included peer assessment and feedback (Potter et al, 2017;Seery, Canty, & Phelan, 2012), the assessment of creative performances (Tarricone & Newhouse, 2016), and the assessment of oral narrative performances (Humphry, Heldsinger, & Dawkins, 2017). There has also been some research into the application of pairwise comparisons in setting grade boundaries (Benton & Elliot, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Two‐Stage Method for Classroom Assessments of Essay Writing

Humphry

Heldsinger

2019

J Educational Measurement

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To capitalize on professional expertise in educational assessment, it is desirable to develop and test methods of rater‐mediated assessment that enable classroom teachers to make reliable and informative judgments. Accordingly, this article investigates the reliability of a two‐stage method used by classroom teachers to assess primary school students’ persuasive writing. Stage 1 involves pairwise comparisons and stage 2 involves rating against calibrated exemplars from stage 1 plus performance descriptors. A high level of interrater reliability among teachers was obtained. This is consistent with previous evidence that the two‐stage method is a viable classroom assessment method without extensive training and moderation. Implications for assessment practices in education are discussed with a focus on the widely expressed desire to value professional expertise.

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Section: Introductionmentioning

confidence: 99%

A Two‐Stage Method for Classroom Assessments of Essay Writing

Humphry

Heldsinger

2019

J Educational Measurement

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“…One specific method for assessing open-ended problems, an approached called adaptive comparative judgment (ACJ), has proven especially reliable, valid, and effective with these open-ended problems at the middle school, high school, and higher education levels (Bartholomew, 2017;Bartholomew & Yoshikawa, 2018;Pollitt, 2012;Seery, Canty, & Phelan, 2012;Tarricone & Newhouse, 2016). ACJ, as an approach to assessment, has been embodied in several web-based technology tools (e.g., CompareAssess), but it has not been previously tested with elementary school teachers in the United States (Bartholomew & Yoshikawa, 2018).…”

Section: Examining the Potential Of Adaptive Comparative Judgment Formentioning

confidence: 99%

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2018

jots

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Two print issues per year are mailed to all members of the society upon request and to academic and general libraries around the globe. Issues that are published online only, the aforementioned printed issues, and past issues are available online at scholar.lib.vt.edu/ejournals/JOTS. The journal is currently indexed in Current Index to Journals of Education (USA),International Bibliography of the Social Sciences (IBSS) (UK), and the International Vocational Education and Training and Research Database at http://www.ncver.edu.au (Australia).

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“…In educational contexts, the method of pairwise comparisons requires judges (normally teachers) to compare pairs of performances and judge which performance, in each pair, is of a higher quality. The terms comparative judgement, comparative pairs, and paired comparison are also used to describe the process of pairwise comparisons (Tarricone and Newhouse, 2016). The method of pairwise comparisons is distinct from assessment methods in which student performances are compared to a theoretical standard or analytic marking criteria such as rubrics (Tarricone and Newhouse, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Two-Stage Method for Obtaining Reliable Teacher Assessments of Writing

Humphry

Heldsinger

2020

Front. Educ.

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In many countries, systems have employed externally imposed large-scale standardized assessments in seeking to obtain reliable and comparable assessments. To attain the same objectives while placing value on professional judgement, appropriate methods of assessment for classroom teachers need to be developed and tested. Accordingly, this paper examines the level of reliability of assessments made by classroom teachers of narrative writing using a two-stage classroom assessment method. The students involved in the study are primary students. The results show high levels of inter-rater reliability among teachers. The findings reproduce and expand on previous evidence indicating the two-stage method is a viable method of classroom teacher assessment of written performances. Implications of the results for assessment practices in education are discussed in light of background literature, with a focus on the widely expressed desire to value professional expertise.

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Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability

Cited by 28 publications

References 22 publications

A Two‐Stage Method for Classroom Assessments of Essay Writing

A Two‐Stage Method for Classroom Assessments of Essay Writing

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A Two-Stage Method for Obtaining Reliable Teacher Assessments of Writing

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