Background

As a team, we have accumulated considerable expertise in comparative judgement over the years. We have gathered the insights from research and real-life cases to make the background of comparative judgement and Comproved clear for you.

For those who like to deep dive into the scientific research, we also have collected all the publications that have appeared in recent years.

Frequently asked questions

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Scientific publications

Comproved is an evidence-based tool based on nearly 10 years of scientific research on comparative judgement. We have collected all scientific publications and highlighted the most recent articles.

Comparative approaches to the assessment of writing: Reliability and validity of benchmark rating and comparative judgement

Renske Bouwer, Marije Lesterhuis, Fien De Smedt, Hilde Van Keer & Sven De Maeyer (2023)

There are currently two ways to comparatively assess writing assignments: with the use of so-called benchmarks (anchor texts) or by comparative judgement. In the first method, you compare each assignment to anchor texts that exemplify a particular level. The anchor text also has a description that indicates why the text is better or worse than the next anchor text. Comparative judgement involves comparing texts only and not using anchor texts.

Both approaches provided consistent ratings, according to this study, but it seems as if using anchor texts caused raters to more often choose the rating in the middle of the scale and less the very good or very bad ratings. The suggestion is made that perhaps a combination of both comparative judgement methods should be used.

Read the entire article here.

Peer overmarking and insufficient diagnosticity: the impact of the rating method for peer assessment

Florence van Meenen, Liesje Coertjens, Marie-Claire Van Nes & Franck Verschuren (2022)

In this study, peers assess each other’s work both in the analytical way (with a criteria list or rubric) and by comparative judgement. When the students’ assessments are compared with those of the teachers, the analytical assessment method reveals only a slight similarity between their assessments. Students do not recognize substandard essays. When comparative judgement is used, however, the agreement between the student and teacher assessments is acceptable. Students now do recognize the essays of substandard quality. The results show that comparative judgement results in better assessment in this case.

Read the entire article here.

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