"The main reason to work with Comproved? Less revision work!"

Ann De keersmaeker - leerkracht LAB Sint-Amands

"Students found it difficult that they sometimes received conflicting feedback. But you can also learn from that. There is a reason why opinions differ and those opinions help to revisit your text on specific aspects. This way, students learn to deal with that uncertainty. I think that's one of the biggest advantages of Comproved."

Janneke van der Loo - Docent, Universiteit Tilburg

"The teachers were very enthusiastic because they found it valuable to have peer feedback halfway through the course. They also saw that the students were learning more from it. They used their insights from the peer feedback to make their papers better towards the final product."

Eline Van Hamersveld, onderwijsadviseur aan de Hogeschool Rotterdam Business School

"This takes some getting used to. It looks like Tinder for improvement work, but Comproved is really great!"

Tamara Stojakovic - Leerkracht, KA Merksem

"The ranking based on the peer assessment did justice to the actual quality of the papers. The students did a good job of sensing which paper was of better quality and which was not."

Eline van Hamersveld - Onderwijskundig adviseur, Hogeschool Rotterdam Business School

"Because students have to weigh the same text multiple times and each time against a different text, they are challenged to dive deeper into the text. They really have to argue why they think something is good or bad, and it’s in those arguments that the feedback lies that they can really work with. Usually I have to ask a lot of questions to achieve that kind of feedback, but Comproved forces them to get there by themselves.

Lies Van Gasse, docent Creatief Schrijven in het deeltijds kunstonderwijs

"In the Construction programme, we assessed the personal brand of students using the tool. That was a success. Other subjects are now also interested. The reliability is particularly appealing. Teachers are getting more and more complaints, so they have to be self-confident. The use of the comparison tool helps in this respect."

Kirsten Vandermeulen - Onderwijsondersteuner Thomas More Hogeschool

"How do you rate the quality of an interactive installation for a theatre festival? Assessments with rubrics are not appropriate here. Holistic assessment with the comparison tool offers a solution."

Marion Tillema - Opleidingscoördinator Avans Hogeschool

"As the coordinator of a practical assignment, I supervise a 10-week program in which 200 first-year Primary Teacher Education students conduct a little research in a school and then put their findings into a report. To assess those reports, we have been using Comproved's comparing tool for several years. The reports are graded and given feedback by the entire teaching team. It truly gives me a good feeling that the ranking we obtain this way always does justice to what the student has submitted. The result is unanimous, well-considered and supported by every assessor."

Caren Legius, docent 'Opleiding Leraar Basisonderwijs' en voorzitter examencommissie aan Avans Hogeschool

"The students enjoyed being able to look at many different texts. This way they saw that there is not one right way to a good text, but that there are different ways."

Janneke van der Loo, Tilburg University

"Students gain more insight into quality of work. As a teacher, you can say that the structure of a text is not right, but that often remains too abstract for students. If they then see in Comproved with a concrete example what the structure should look like, it makes it easier for them to apply that themselves in their own work."

Femke De Smet - leerkracht LAB Sint-Amands

"The biggest advantage of comparative judgment? I think there are several big advantages. To sum up: comparative judgment is fair, natural and efficient."

René Kasbergen - Docent, Avans Hogeschool

"We often work with large-scale projects that are worth a lot of credits. When assessing these, we like to work with Comproved's comparing tool. Each assessor must consider whether a work scores satisfactory or unsatisfactory. Because assessors must also note why their judgement is positive or negative, they are challenged to put their judgement into words and make it explicit. Combined with the principle that multiple assessors look at the same work, those opinions - if they differ - can also be effectively expressed. By doing so, we create much more language for the underlying frame of reference that teachers typically have, which is often a blind spot. We are giving words to something for which there were no words before. That, to me, is the biggest plus of comparative judgement."

Veerle Meuleman, diensthoofd onderwijsondersteuning aan karel de Grote Hogeschool

"A lot of creativity is required of our students, and comparative judgement, I think, is ideally suited in a creative context. It also provides a huge and extremely valuable stream of feedback."

Inge Van Genechten, docent 'Opleiding Bouwkunde' aan Thomas More Hogeschool