Adaptive Comparative Judgement

Abstract

This Chapter addresses the question of how assessment practices in FE colleges might be improved in circumstances where funding and resources to support assessment practice are being reduced. It reports the findings of a practice-focused research study which aims to explore ways to address this imbalance. The research study considers the possible benefits and challenges of using an adaptive comparative judgement (ACJ) approach to the summative assessment of students’ written assignments. The extent to which an ACJ approach to assessment can strengthen the fairness, accuracy and integrity of assessment judgements are explored as well as the value of collaborative working and the sharing of assessment judgements in relation to standards, content and quality of students’ work. Much of the discussion centres on ideas of integrity, professional expertise, relative educational value within assessment practices, and what makes a judgement correct and meaningful. This research study is situated in GCSE English assessment practices, but the content of this Chapter and its conclusions and recommendations will be of relevance to practitioners working across the sector in a multitude of contexts.