Abstract

What is it? Comparative Judgement (CJ) has emerged as a technique that typically makes use of holistic judgement to assess difficult-to-specify constructs such as production (speaking and writing) in Modern Foreign Languages (MFL). In traditional approaches, markers assess candidates’ work one-by-one in an absolute manner, assigning scores to different elements (analytic marking). In CJ, however, markers compare two pieces and consider the overall merits of each. They make one binary, holistic judgement as to which is better. This approach exploits humans’ natural ability to compare; we find it easy, for example, to say which of two people is taller, but struggle to give precise estimates of height.

Highlights

  • Comparative Judgement (CJ) has emerged as a technique that typically makes use of holistic judgement to assess difficult-to-specify constructs such as production in Modern Foreign Languages (MFL)

  • CJ has proven reliable in assessment of first language, mathematical problem-solving, and written work in humanities

  • Findings include a higher level of inter- and intra-assessor reliability compared to traditional assessment, though research into application in MFL is limited; Pollitt and Murray’s (1993) small-scale study concentrated on foreign language speaking, and there have been trials in some UK schools

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Summary

What is it?

Comparative Judgement (CJ) has emerged as a technique that typically makes use of holistic judgement to assess difficult-to-specify constructs such as production (speaking and writing) in Modern Foreign Languages (MFL). In CJ, markers compare two pieces and consider the overall merits of each They make one binary, holistic judgement as to which is better. By using a collection of ‘paired comparisons’, in which items are judged several times, a rank order from ‘worst’ to ‘best’ is produced Properties such as overall consistency of judgement can be evaluated, as can difficult-to-rate items or unreliable assessors. The same piece of work was judged numerous times, by different teachers; through different comparisons, an algorithm brought together all judgements, providing a rank order. The introduction of pre-marked items into comparisons, ‘anchor responses’, could allow grades to be assigned using norm-referencing This technique could be used by examination boards. With CJ, there is no change to the preparation or administration of tasks, only to assessment, but its benefits are numerous

Josh Sumner
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Looking to the future
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