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.
We provide a synopsis of the research behind Brightpath in Picking up the gauntlet: Placing teacher judgement above NAPLAN
We describe the two-stage assessment process employed in Brightpath here:
We outline background research on pairwise comparisons in our paper:<br> 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:<br> Common Structural Design Features of Rubrics May Represent a Threat to Validity.
Research Impact at UWA:
In this paper, we describe how we developed the Brightpath oral narrative assessment: