Affordances offered by e-assessment tools > Comparative judgement
Question 44
How can e-assessment using comparative judgment support learning?
Ian Jones
Niclas LarsonWhat motivates this question?
- Comparative judgement has been proposed and studies as a learning activity for mathematics, and in particular conceptual learning, but there is no systematic evidence as to whether and what learning takes place.
- How do CJ with or without justifications of the judges’ (assessors’) decision promote the assessors’ and the assessees’ learning?
What might an answer look like?
This is a causal question requiring a teaching experiment with pre- and post-tests. If that is not viable then perhaps at least qualitative evidence of students’ improved tests, and interviews with lecturers.
Related questions
- The issue of CJ is related to Q45: How can comparative judgement be used for e-assessment?
- The issue of assessment for learning is related to Q27: How can formative e-assessments improve students’ performance in later assessments?
- The issue of assessment for learning is also related to Q19: How can peer assessment be used as part of e-assessment?
References
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Jones, I., & Alcock, L. (2014). Peer assessment without assessment criteria. Studies in Higher Education, 39(10), 1774–1787. https://doi.org/10.1080/03075079.2013.821974
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Jones, I., & Sirl, D. (2017). Peer assessment of mathematical understanding using comparative judgement. Nordic Studies in Mathematics Education, 22(4), 147–164.
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Larson, N. (2019). Comparative judgement as a learning activity. Nordic Journal of STEM Education, 3(1), 135–139. (Proceedings for the MNT Conference 2019, 28-29 March, 2019, Tromsø, Norway.) https://doi.org/10.5324/njsteme.v3i1.2992