Looking for some inspiration to explore the possibilities of Comproved? Comproved can be used in many different ways, depending on your goal.

Our users share how they got started with Comproved and what they achieved with it. We also show some possible applications of the tool.

Rather get started right away? Keep reading here !

The teachers were very enthusiastic because they found it valuable to have peer feedback halfway through the course. They also saw that the students learned more from it. They used their insights from the peer feedback to make their papers better toward the final product. Furthermore, the instructors also found that the tool reduced workload because the work was more spread out.

– Eline van Hamersveld, Rotterdam Business School
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eline van hamersveld


Lies Van Gasse is a poet, illustrator and a creative writing teacher. She uses Comproved to evaluate poems. We were curious about her experience with the tool. ...

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Comparative judgement led to a better understanding of the criteria and required standards, a greater sense of ownership of the criteria, and a better understanding and higher acceptance of the final judgement.

Elly Vermunt & Dominique Sluijsmans, Zuyd Hogeschool

Using Comproved

What does an assessment in Comproved look like and what can you do with it? We outlined three possible applications of the comparing tool.

Setting up the assessment

You set up an assessment. You enable the option for students to formulate a feedback question when submitting their work. In addition, each student provides peer feedback on four works. For maximum learning gains, you configure that students can see the full ranking and feedback on all submitted works (anonymously).

Students give feedback

Students upload their work into Comproved. Then they compare the number of works you have predefined. Students also provide feedback on the predetermined number of works.

Rank order

After comparing, the rank order is shared. Students can see their own place on the ranking. All other results (feedback, other works) are shown anonymously.


Students see the feedback given on their work. They receive feedback from multiple peers, so feedback may contradict each other. Students will need to actively engage with their feedback.

Action plan

After all the feedback has been reviewed, students can create an action plan. They sort the feedback into self-selected categories and make a plan of how they will improve their work.

Further improvement

To improve their work further, students can use all peer works as well as the feedback on these works as inspiration.

Follow-up actions teacher

In Comproved, you can easily see how long each student took to make the comparisons, how much feedback was given/received, and the quality of the action plans. You can use this information for your next lesson.

Select examples

You select three to five sample works from previous years, ranging in quality from inadequate to good.

Setting up the assessment

For the assessment, you add the students as assessors. You upload the examples yourself.

Student assignment

Students compare the works. This can be done before class or during, depending on how much time you have.

Make explicit

Ask your students to write down after each comparison what they are paying attention to when they make a comparison: what makes one work better or less good than another?

Discussing together

To make the comparing process more explicit, have students discuss with a fellow student first: did you write down the same thing? Any additions?

Discuss the rank order

When all the information has been gathered, share the rank order the students have made of the examples. The students' ranking is probably the same as your ranking in levels of the works: so they can already estimate quality well! Are there any differences? Also interesting to discuss.

Establish the criteria list

Use students' notes to create a criteria list for the assignment together: what are important aspects by which you can tell the quality of the work?

Or: have a say in criteria list

You can also share a pre-prepared criteria list or rubric and present it to the students: do they agree or are adjustments needed? Incorporate their input so they have a say in how they will be assessed.

Summative assessment

You are teaching a course with 300 students and 10 teachers. Students complete a group assignment. You want to ensure the reliability of the assessment.

Setting up the assessment

The assignment you want to assess is a group assignment. In setting up the assessment, you will define the groups so that the students can submit one work per group.

Number of comparisons

You determine the number of comparisons through the rules of thumb in Comproved. There are 75 works to check. A 70% reliability requires +/- 570 comparisons. Divided by 10 teachers, this is 57 comparisons per teacher.

Adding benchmarks

You add two additional works to Comproved. These can be works from the previous year that have been graded already. These judgements have been calibrated with all teachers.


Students submitted their work and teachers can start comparing. They can do this independent of time and place. You yourself set a deadline when the work must be finished.

Too late?

There is a group of students with some delay. They only turned in their work when the comparisons have already started. That's not a problem.

Rank order

The comparing is finished and the rank order becomes visible. The reliability is also visible and appears to be 72%. You can see in Comproved how long the comparisons took for each teacher.

Determining scores

You want to convert the rank order into scores. You enter the scores of the benchmarks into Comproved. The system calculates the rest of the scores. You randomly check yourself that the scores do indeed match the level.

Enthousiastic to try the tool?