Last month on this blog, I wrote a guest post about comparative judgement (CJ) – a method of assessment in which pieces of student work are compared with each other rather than being evaluated in isolation. I argued there that CJ has several advantages over more widespread forms of assessment, such as rubric-based marking: it is generally less time-consuming to perform, also reduces the time and costs associated with training raters to use a rubric, and offers a broader, more inclusive approach to construct definition.
In this second post, I look at research that explores the suitability of comparative judgement for the assessment of second-language writing. But before I get into this research, it’s worth briefly asking why it is necessary to put forward novel methods for L2 assessment in the first place. Comments are closed.
|