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Abstract Title: Peer assessment using adaptive comparative judgement.
Abstract: Reviewing the work of their peers can help students enhance their own learning.  It can also help them develop metacognitive skills such as the ability to appreciate what constitutes high quality work and to critically evaluate their own work; skills which are crucial if they are to improve.

Adaptive comparative judgement (ACJ) is a process in which multiple pairwise comparisons are used to rank assessment items.  We used ACJ as part of an in-course assessment in an early-years physics course.  Students were presented with pairs of solutions authored by their peers and asked to make a comparative judgment as to which of each pair was the better, based on the dimension of quality 'which piece of work most clearly and effectively satisfies the task set out in the question?'. Student ranking using ACJ was compared to standard marking by staff/TAs.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Judy Hardy
The University of Edinburgh
James Clerk Maxwell Building
Mayfield Road
Edinburgh, Non U.S. EH10 6ET
and Co-Presenter(s)
Ross Galloway, Karon McBride, Robyn Donnelly, Susan Rhind, Kirsty Hughes

Contributed Poster

Contributed Poster: Download the Contributed Poster