A Comparative Judgement Approach to Teacher Assessment

Autor/inn/en	McMahon, Suzanne; Jones, Ian
Titel	A Comparative Judgement Approach to Teacher Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 3, S.368-389 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2014.978839
Schlagwörter	Foreign Countries; Teacher Evaluation; Teacher Attitudes; Summative Evaluation; Secondary School Students; Secondary School Teachers; Chemistry; Science Instruction; Secondary School Science; Comparative Analysis; Validity; Reliability; Correlation; Academic Achievement; Theory Practice Relationship; Laboratory Experiments; Peer Evaluation; Grading; Efficiency; Academic Standards; Ireland + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Sekundarschüler; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gültigkeit; Reliabilität; Korrelation; Schulleistung; Theorie-Praxis-Beziehung; Laboratory work; Laborarbeit; Notengebung; Schulnote; Effectiveness; Effektivität; Wirkungsgrad; Irland
Abstract	We report one teacher's response to a top-down shift from external examinations to internal teacher assessment for summative purposes in the Republic of Ireland. The teacher adopted a comparative judgement approach to the assessment of secondary students' understanding of a chemistry experiment. The aims of the research were to investigate whether comparative judgement can produce assessment outcomes that are valid and reliable without producing undue workload for the teachers involved. Comparative judgement outcomes correlated as expected both with test marks and with existing student achievement data, supporting the validity of the approach. Further analysis suggested that teacher judgement privileged scientific understanding, whereas marking privileged factual recall. The estimated reliability of the outcome was acceptably high, but comparative judgement was notably more time-consuming than marking. We consider how validity and efficiency might be improved and the contributions that comparative judgement might offer to summative assessment, moderation of teacher assessment and peer assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01