A comparative judgement approach to the large-scale assessment of primary writing in England

Wheadon, Christopher; Barmby, Patrick; Christodoulou, Daisy; Henderson, B.

doi:10.1080/0969594x.2019.1700212

Cited by 21 publications

(20 citation statements)

References 23 publications

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“…This problem can be decreased using marking schemes. However, research indicates that using marking schemes can also increase the reliability concerns (Wheadon et al, 2020) because the recent trend is to make marking schemes more specific to increase reliability which turns out to be counterproductive and this negatively affects the instruction as it comes down to narrowly following what is assessed in the marking schemes (Popham, 2005). Furthermore, although using marking schemes or rubrics helps to obtain absolute scores, the raters often make comparisons between the paper being scored and the previously scored papers (Crisp, 2013).…”

Section: Problems Of Traditional Rubric-based Writing Assessmentmentioning

confidence: 99%

Feasibility of using comparative judgement and student judges to assess writing performance of English language learners

Şahin

2021

JPR

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This study aims to identify how feasible it is to use comparative judgement (CJ) and student judges to assess the writing performance of English language learners. For this purpose, 35 paragraphs written by the students who were enrolled in a freshman Academic Writing course at a semi-private university located in the Turkish Republic of Northern Cyprus were selected and uploaded to http://www.nomoremarking.com website. Ten instructors of the Academic Writing course and 112 students taking the course volunteered to participate in the study. Then, the students were taken into 5 groups according to their writing performance level. In total, around 350 comparisons were done by each group. The results suggested that it could be feasible to use CJ to assess short writing performance like paragraphs if the instructors were experienced and trained. Moreover, instructors liked CJ and described it as a more practical, easier, fairer, faster, more enjoyable way of marking student papers. The students also liked CJ and it was also found that students who were high achievers in paragraph writing might be used to mark student papers through comparative judgement as long as they were trained.

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Section: Problems Of Traditional Rubric-based Writing Assessmentmentioning

confidence: 99%

Feasibility of using comparative judgement and student judges to assess writing performance of English language learners

Şahin

2021

JPR

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“…For example for Primary education, the National Association of Headteachers commissioned a report on assessment (NAHT, 2014) and the government did release a report on Primary Assessment and Accountability (Department for Education, 2014), that controversially insisted on baseline assessment for Reception pupils (Robert-Holmes & Bradbury, 2016) but then leaves primary schools to do their own summative assessments throughout the Key Stage 1 & 2 until they do English and Maths SATs at the end of Key Stage 2. However, this void has been filled with a resurgence in using comparative judgement to assess primary writing (Wheadon et al, 2020).…”

Section: Knowledge Of Gradingmentioning

confidence: 99%

Untitled

2021

TBJE

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“…Determining the quality of a written text, however, is not a straightforward task (Landrieu et al, 2022). Poor levels of reliability have consistently been found in large scale assessments of writing worldwide while attempts to improve reliability have resulted in distorting the curriculum and methods of instruction (Wheadon et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…These moderation decisions allow all the texts to be placed on a single scale of scores and graded nationally based on their percentile outcomes. Teachers never compare their own students with students from another school so the scores the students receive are standardised and fair (Wheadon et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment

Moira¹,

Wheadon²,

Christodoulou³

2022

Research in Education

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Writing is generally assessed internationally using rubric-based approaches, but there is a growing body of evidence to suggest that the reliability of such approaches is poor. In contrast, comparative judgement studies suggest that it is possible to assess open ended tasks such as writing with greater reliability. Many previous studies, however, have failed to provide direct comparisons between these approaches as the reliability measures for rubric- and marking-based studies are not comparable with the internal measures of reliability cited by comparative judgement studies. We investigated the classification accuracy and consistency of a rubric-based approach to the grading of writing with a comparative judgement approach. The writing was gathered from 11-year-olds in low stakes settings in England. We present evidence that the comparative judgement approach has twice the classification accuracy of the rubric-based approach and is perfectly viable in terms of its efficiency. We discuss the limitations of the comparisons and consider what a national system for assessing writing based on a comparative judgement approach could look like.

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A comparative judgement approach to the large-scale assessment of primary writing in England

Cited by 21 publications

References 23 publications

Feasibility of using comparative judgement and student judges to assess writing performance of English language learners

Feasibility of using comparative judgement and student judges to assess writing performance of English language learners

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The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment

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