THE POTENTIAL OF COMPARATIVE JUDGEMENT AS AN ASSESSMENT METHOD IN BRUNEIAN STATE SCHOOLS
Strand: The importance of innovation in assessment
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Abstract
The study compared the rank order of student grades awarded using three different assessment methods: 1) Traditional criteria referenced marking of student scripts. 2) Single teacher Adaptive Comparative Judgement (ACJ) assessment of scripts. 3) Collaborative, asynchronous ACJ assessment by a group of staff. The ACJ assessment was undertaken using software provided by NoMoreMarking. The results indicated that the use of ACJ reduces teacher assessment time for tasks, reducers teacher subjectivity in assessment and increases the reliability of the assessment. In its wider application, the use of ACJ may create conditions for effective moderation and may facilitate effective assessment of open-ended, critical thinking tasks. The development of ACJ technology could offer a low cost platform for improving assessment conditions within Brunei’s Secondary education system.
KEYWORDS
Adaptive Comparative Judgement, Assessment, Reliability, Validity.
Matthew Raymond Gary Stanyard
CfBT Teacher
Sekolah Menengah Perdana Wazir
Gary has 20 years’ experience in education as a teacher and school leader. He is a Chartered Educational Assessor, International Baccalaureate examiner, and certified instructional coach and school inspector. Gary’s interests are in the use of technology to bring about educational attainment and the link between public health and education.