Assessing student writing with comparative judgement: How it works, why it’s so reliable, and what it looks like for teachers
For years, teachers who have wanted to assess writing have had to make compromises. Either they assess writing using multiple-choice questions, which will give them reliable information but can have potentially damaging effects on instruction. Or they assess with a writing task, which give a more direct measure of writing performance but are very hard to mark reliably and therefore make it difficult to know if pupils are really improving or not. Comparative judgement offers a way out of this bind, allowing teachers to mark extended writing tasks with high reliability. It is also much quicker than traditional marking! In this session I will give an outline of how comparative judgement works, together with a summary of the results of the large national projects we’ve run in England.
Daisy Christodoulou is the Director of Education at No More Marking, a provider of online comparative judgement. She works closely with schools on developing new approaches to assessment.
Before her work with No More Marking, she was Head of Assessment at Ark Schools, a network of 35 academy schools. She has taught English in two London comprehensives and has been part of government commissions on the future of teacher training and assessment.
Daisy is the author of ‘Seven Myths about Education’ and ‘Making Good Progress?: The Future of Assessment for Learning’, as well as the influential blog, The Wing to Heaven.