"Humans are better at judgements when comparing two things against each other rather than absolutely."
Thurstone defined a mathematical way of modelling the chance that one object will 'beat' another in a comparison. Comparative Judgement was born.
It is the most reliable way to score essays or more complex performances. In addition, it is much simpler than marking and is known to reduce teacher workload.
Adaptive Comparative Judgement (ACJ) is a low stake approach to assessment. Several judges compare writing/work/competencies and then, using a computer algorithm, arrive at the Collaborative Professional Consensus (CPC) or rank order.
ACJ is a highly reliable and valid way to assess subject competencies (like writing or performance) in education.
AssessProgress is the only Comparative Judgement for schools programme that uses Adaptive Comparative Judgement.
Judging in our benchmarked sessions means that your students' writing will be primarily judged by teachers (approximately 20) from outside your school. Therefore, a wide range of teachers' professional judgements elicits your CPC.
Several judges from outside your school define the CPC order. It has less bias than associated with other CJ systems.
It usually takes less than an hour to assess a year group's writing, initially 40 seconds per judgement. As your teachers use the system, their decision making improves, reducing time and workload to approx 20 seconds per judgement: the more judges, the less time needed to judge and the better the whole school CPD.
ACJ as assessment is low stakes and not seen as a test or assessment by the students taking part, as your students' work in lesson time is judged. Removing the criteria and rubrics usually used for assessment for a writing task, for instance, often liberates the writer.
There are several benefits to be gained from using ACJ to assess subject competencies over using rubrics, frameworks or criterion assessments: Read on for more information
Halo effect and Order effect impact our decisions; this is reduced as you only judge, anonymously, work from other schools when taking part in our ACJ group sessions.
Twenty other professionals have judged each student's work, not just the class teacher. As the teachers come from outside the school, you can be confident that there can be little disagreement with the outcome.
Teachers love being empowered to make professional decisions about the subjects they teach. More often than not, they'll agree with each other to make ACJ a highly reliable assessment.
Marking a class's worth of books against rubrics and criteria can take a couple of hours. By the time you're marking the last set of books, you're pretty mentally exhausted. Those judgements suffer from and are affected by that fatigue. With ACJ, as you are only making a comparative judgement against two pieces of writing, your conclusions are equally affected for each decision you make.
Get all of your teachers to judge in a staff meeting (45 mins - 1hr) for every year group so that teachers across the whole school understand what good and better looks like within the operating range. Use the judging sessions in staff meetings to stimulate discussions between all staff to support writing improvement. Set writing targets and talk about pedagogy - free professional led CPD.
Our system accepts PDF, MP4 voice recording, Video recording, HTML pages and Website links (for example, YouTube), all of which can be compared in an ACJ session.
Brilliant to also assess PE, Music, Art, Drama, speaking competitions and the like in a completely natural way.
Elsfield Way, Oxford, UK
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