Claire Ellison


Developing assessment and feedback strategies to assist students with progression and graduation is a key focus for many higher education institutions. However, student engagement with feedback is often poor and they can find it difficult to act upon; often stating the feedback is generic or of insufficient quality for improvement. Here, I present the outcomes of integration of adaptive comparative judgement as a strategy of peer formative feedback amongst a small cohort of students. Adaptive comparative judgement a process that allows work to be marked by making comparisons between pieces of work, rather than assessing work against a mark scheme or rubric. Student opinions on the access to examples of work, and personalised feedback through online tools are discussed. Engagement and self-reflection were measured through collection of qualitive data obtained from questionnaires. Positive outcomes included improved self-awareness and regulation by students as they were more active and engaged with formative feedback. The study also demonstrated that running comparative judgement is possible with a small cohort of students. However, engagement of students can be variable and is improved with dedicated timetabled sessions. Further work is required to assess whether increased engagement with feedback translated to an improvement in the standard of work students produced.