Literaturnachweis - Detailanzeige
| Autor/in | Sumner, Josh |
|---|---|
| Titel | Comparative Judgement: Assess Student Production without Absolute Judgements |
| Quelle | (2021), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Sumner, Josh) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Holistic Approach; Student Evaluation; Comparative Analysis; Decision Making; Modern Languages; Second Language Learning; Interrater Reliability; Evaluation Methods; Departments; Computer Software; Writing Tests; Writing Evaluation; Feedback (Response); Secondary School Students |
| Abstract | Comparative Judgement (CJ) has emerged as a technique that typically makes use of holistic judgement to assess difficult-to-specify constructs such as production (speaking and writing) in Modern Foreign Languages (MFL). In traditional approaches, markers assess candidates' work one-by-one in an absolute manner, assigning scores to different elements (analytic marking). In CJ, however, markers compare two pieces and consider the overall merits of each. CJ has proven reliable in assessment of first language, mathematical problem-solving, and written work in humanities. Findings include a higher level of inter- and intra-assessor reliability compared to traditional assessment. The MFL department at Sandringham Research School (2018) trialled CJ using the software "No More Marking" (www.nomoremarking.com) to assess writing in end-of-year exams. The department found a reliability metric of 0.89 and that student work was quicker to assess, though could not be used to give individual feedback. [For the complete volume, see ED612143.] (ERIC). |
| Anmerkungen | Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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