An evaluation of peer-to-peer feedback using adaptive comparative judgement

Demonacos, Constantinos, Ellis, Steven and Barber, Jill (2019) An evaluation of peer-to-peer feedback using adaptive comparative judgement. Practitioner Research in Higher Education, 12 (1). pp. 50-60.

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Abstract

Adaptive Comparative Judgement is an alternative to conventional marking in which the assessor (or judge) merely compares two answers and chooses a winner. Repeated judgements and the use of a suitable sorting algorithm allow marked to be derived from a rank order of scripts. Feedback can be added to each script as it is judged. We have evaluated the use of adaptive comparative judgement for peer assessment and feedback using a case study in the third year of a Pharmacy programme. The exercise consisted of five parts each of 100 words. Each student conducted 10 judgements and left feedback, which was of overall very high quality. The assessment, however, was less successful. Students’ judgements were not very consistent with one another, nor with staff assessment. This contrasts with a previous exercise, in which the student assessment was of high reliability but the feedback was less good. This exercise was successful in promoting mutual support among students through the giving and receiving of feedback. We conclude, however, that for optimum use of adaptive comparative judgement for peer assessment, a hierarchical marking scheme is required, but students should be encouraged to give feedback on all aspects of the assessment.

Item Type: Article
Journal or Publication Title: Practitioner Research in Higher Education
Publisher: University of Cumbria
ISSN: 1755-1382
Departments: Initial Teacher Education (ITE)
Additional Information: Constantinos Demonacos, Steven Ellis, Jill Barber, University of Manchester, UK.
Depositing User: Anna Lupton
Date Deposited: 21 Mar 2019 15:56
Last Modified: 21 Mar 2019 15:56
URI: http://insight.cumbria.ac.uk/id/eprint/4576

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