A doctoral thesis that explores the potential benefits and challenges of employing an adaptive comparative judgement (ACJ) approach in comparison with the summative assessment of GCSE English students’ creative writing in the FAVE (Further, Adult and Vocational Education) sector.
This study addresses the question of how assessment practices can be better understood in relation to individual teacher interpretations of subjective criteria.
The research adopted a mixed methods approach - including interviews - to provide insight into teachers’ use of an adaptive comparative judgement approach to assessing creative writing text quality. The findings suggested that teachers drew on internalised quality markers when assessing through adaptive comparative judgement, and that therefore a collaborative and dialogic approach to the understanding and sharing of these was crucial if high quality assessment practice were to be fostered and maintained.
ETF/sunCETT MPhil, Practitioner Research Programme