…the blog that shall not be named
I’m constantly challenging myself with regard to Comparative Judgement. In a first blog I explained why I think there might be some better reasons to use it than ‘efficient’, ‘workload’ and ‘more reliable’. I extended (and repeated) this in this book review. To me, professional development, moderation and formative feedback seem much more promising. However, I think many teachers, especially English teachers, are simply so disenamoured by KS2 English writing that they frankly see anything as improvement. They are willing to replace the current summative SATs for a different summative assessment. In the meantime I have seen several examples where I would say that teachers tried to strike a balance between both summative and formative elements. Good.
Recently, though, there is one particular aspect I have been thinking about some more, and that is the challenge of justifying a grade to one of your pupils. Is the ‘Comparative Judgement’ (CJ) process, as process that assigns grades to (subjective) work, not in danger of delegating a justification for the mark? If you are a pupil’s teacher and you give a certain mark, you know why this is the case. You go into a moderation meeting, knowing why you gave a particular mark. You might feel it is a bit subjective, and also that the criteria are ambiguous, but at least you have professional ownership of that mark. I expect that you can probably explain the mark to a reasonable degree. Even after moderation, you probably know why that particular piece scored what it scored. What about CJ? The judgement is holistic (at least in the so promoted version that saves time and so reduces workload). The grade is based on ‘the collective’ judgement of many judgers. There is no feedback as to the *why* for individual pieces of writing. So what is the justification for a particular grade? What will you tell your pupil? Maybe you feel simply referring to the collective opinion of a set of experts is enough, but surely we would want to be somewhat more precise in this?
One way to tackle this, it has been suggested, is a bank of annotated exemplars. It is not always clear whether these are meant for teachers and students or just teachers. If it’s just teachers then I guess we still have the same problem as before, in that pupils will not know about the *why* of a grade. If, however, they are used as exemplifications of when you get a higher of lower grade, I also think it’s a bit wishful thinking that pupils (but even teachers!) will simply scrutinise a pack of annotated examples, and then will extract where they can improve. It is ironic that this seems to incorporate a form of ‘discovery’: “discover the criteria we holistically and collectively used, and therefore don’t know ourselves but hey we are experts, to judge yourself what is important”. I predict that very swiftly, teachers will be formulating criteria again: ‘this exemplar had only few Spag errors, was well structured but not very original, and therefore scored higher than this other one that had a similar amount of Spag errors and structure but was highly original’. Always in comparative perspective, of course, an absolute mark -although assigned in a summative assessment- could only be justified in a relative notion. I continue to think that many of the challenges correctly diagnosed with descriptors and criterion-based assessments will continue to exist, but now with a myth that assessment is very easy: you just compare with others and holistically judge them. Rather than think this, I think it is better to appreciate assessment is hard and take in more general conceptions of what constitutes reliability and validity.