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

Wheadon, Christopher; Moira, Anne Pinot de; Christodoulou, Daisy

doi:10.31235/osf.io/vzus4

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…Following repeated comparisons, the resulting data are statistically modeled, and responses are ranked on a scale of relative quality. It is claimed that comparative judgment is a more reliable method of assessing students' work than traditional absolute judgment, such as using rubrics and marking scales (Wheadon, de Moira, & Christodoulou, 2020). The teachers used software available at the website of the company No More Marking Ltd https://www.nomoremarking.com/ to judge samples of students' writing in response to tasks that had elicited the CDFs of define , evaluate , and explore .…”

Section: Methodsmentioning

confidence: 99%

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Morton

Sobhy

2023

TESOL Quarterly

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This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was analyzed using specialization, a dimension of Legitimation Code Theory-LCT (Maton, Knowledge and Knowers. Towards a realist sociology of education, 2014), a sociological framework for analyzing knowledge practices. Specialization codes provide insight into epistemic relations (knowledge) and social relations (knowers) in educational practices. The results show that within epistemic relations, there was a balance between content and language as bases of achievement. Content quality was emphasized over quantity, language form was emphasized over function, and teachers gave different weights to language depending on the quality of the content. Social relations were also invoked, though less often than epistemic relations. The results suggest that teachers' positioning of students in terms of epistemic and social relations in their assessment practices may have consequences for the equitable treatment of learners in bilingual programs.

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Section: Methodsmentioning

confidence: 99%

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Morton

Sobhy

2023

TESOL Quarterly

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Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language integration for assessment in a bilingual education program

Morton

2022

JICB

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This paper reports a study carried out in the context of a seminar designed to build teachers’ knowledge of content and language integration for assessment in a bilingual education program in Madrid, Spain. The participants were seven teachers (two primary, five secondary) of English and science (primary), and art, history, Spanish language arts and English (secondary). The teachers were introduced to the concept of cognitive discourse function (CDF) and assessed samples of students’ work expressing the functions define, evaluate, and explore, using comparative judgement. In sharing and justifying their assessments, they articulated the criteria they used to take their decisions. The findings show that participants emphasized content quality over quantity and language form over function. There was also evidence that the concept of CDFs enabled them to express new understandings of the content-language relationship in assessment. The study has implications for building the knowledge base for content and language integrated assessment across CBLE programs.

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Current Scenario of the Pandemic Covid-19: An Overview

Kumar¹,

Singhal²,

Khandia³

et al. 2020

JEBAS

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The novel coronavirus disease-19 (COVID-19) caused by the SARS-CoV-2 is an emerging disease with deadly consequences, extended its stride over the globe commenced from the epicenter, Wuhan wet market, China led to declare globally as pandemic disease. Several non-specific features of the disease like prolonged incubation period, asymptomatic yet contagious, longer illness duration, and conveyance post clinical recovery feature makes prevention difficult and is the key reason for its rapid spread across the world. Covid-19 shows varied manifestations with the majority of reported cases having mild or even no symptoms. However, the infection led to a destructive footprint in the pulmonary system, specifically, lungs are most prone to damage, making them incapable of conducting respiratory functions and thus, resulting in acute respiratory distress syndrome (ARDS), multi-organ dysfunction, and loss of life. Up to the present, there is no worldwide-approved treatment for COVID-19 and only repurposed drugs are employed for the hospitalized patient, necessitating an urgent need to develop effective therapeutics. Hence, effective control of disease spread through screening and isolation of contacts is crucial in the community. The contagion effect of the COVID-19 outbreak has brought major challenges to health systems as well as global economy worldwide. Development of rapid diagnostic test and effective vaccine as well as minimizing the exposure of the human population to possible animal reservoirs is measures needed to curb future impact. The outbreak of SARS-CoV in 2003 followed by MERS-CoV within a decade, indicates the threat of novel infectious diseases resulting from RNA viruses, will continue to present a serious global health threat, as epitomized by COVID-19. Therefore, this review is attempting to provide an overview of the current scenario of COVID-19 in terms of epidemiology, pathophysiology, diagnosis, prevention, and treatment, especially focusing on public health impact.

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

Cited by 3 publications

References 16 publications

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language integration for assessment in a bilingual education program

Current Scenario of the Pandemic Covid-19: An Overview

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