Critiquing the Rationales for Using Comparative Judgement: A Call for Clarity

Autor/inn/en	Kelly, Kate Tremain; Richardson, Mary; Isaacs, Talia
Titel	Critiquing the Rationales for Using Comparative Judgement: A Call for Clarity
Quelle	In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 6, S.674-688 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Kate Tremain) ORCID (Richardson, Mary) ORCID (Isaacs, Talia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2022.2147901
Schlagwörter	Comparative Analysis; Evaluation Methods; Evaluative Thinking; High Stakes Tests; Validity; Psychological Patterns; Educational Assessment; Evaluators; Expertise + Suchen Sie Ihr Suchwort? Gültigkeit; Education; assessment; Bewertungssystem; Expert appraisal
Abstract	Comparative judgment is gaining popularity as an assessment tool, including for high-stakes testing purposes, despite relatively little research on the use of the technique. Advocates claim two main rationales for its use: that comparative judgment is valid because humans are better at comparative than absolute judgment, and because it distils the aggregate view of expert judges. We explore these contentions. We argue that the psychological underpinnings used to justify the method are superficially treated in the literature. We conceptualise and critique the notion that comparative judgment is 'intrinsically valid' due to its use of expert judges. We conclude that the rationales as presented by the comparative judgment literature are incomplete and inconsistent. We recommend that future work should clarify its position regarding the psychological underpinnings of comparative judgment, and if necessary present a more compelling case; for example, by integrating the comparative judgment literature with evidence from other fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01