Brightpath is based on a two-stage method of assessment. The first stage involves using pairwise comparisons to construct a scale by calibrating exemplars of student performances on an open-ended assessment task. The second stage involves making assessments by judging where performances sit on the scale constructed in stage one.
Whilst the method of pairwise comparisons provides reliable teacher judgements, it is not a particularly efficient way for teachers to assess. We have investigated a two stage process where the pairwise method is used to calibrate performances and develop a performance scale. Teachers then assess their students’ work simply by judging which of the calibrated performance a student’s work is most alike. We have found that this two-stage process is efficient and provides highly reliable teacher judgements of student achievement.
Research Impact at UWA
For further information please see: Developing an assessment method for difficult to assess areas
We describe the two-stage assessment process employed in Brightpath here: Using calibrated exemplars in the teacher-assessment of writing: an empirical study
We outline background research on pairwise comparisons in our paper: Using the method of pairwise comparisons to obtain reliable teacher judgements
We explain the reason that we don’t advocate standard ‘grid-like’ rubrics in this paper: Common Structural Design Features of Rubrics May Represent a Threat to Validity
We examine the two-stage method of using comparative judgments and calibrated exemplars as alternative to existing methods of assessing writing here: Applying a Thurstonian, Two-Stage Method in the Standardized Assessment of Writing
We examine raters’ perceptions of assessment criteria relevance in this paper: Raters’ perceptions of assessment criteria relevance
We report interrater reliability using the two-staged assessment process here: A Two‐Stage Method for Classroom Assessments of Essay Writing
In this paper, we describe how we developed the Brightpath oral narrative assessment: A two-stage assessment method for assessing oral language in early childhood
A two stage method for obtaining reliable teachers assessments of writing, February 2020: A two stage method for obtaining reliable teachers assessments of writing, February 2020