Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing

Journal article

Humphry, Stephen, Adie, Lenore, Maxwell, Carolyn and Sappl, Sonia. (2023). Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing. Frontiers in Education. 8, p. Article 1183695. https://doi.org/10.3389/feduc.2023.1183695
AuthorsHumphry, Stephen, Adie, Lenore, Maxwell, Carolyn and Sappl, Sonia
Abstract

Standard setting of extended performances is fraught with difficulties due to the subjective nature of the scoring decision. This article introduces and reports results of a novel systematic method for setting standards for assessments that require extended performances: the Scaled Exemplar Standard Setting method (SESS). This two-stage method brings together (1) pairwise comparison of samples to scale performances and (2) standard setting involving multiple standards with tasks presented to judges in a validated order. By utilizing paired comparison methodology in the first stage, the judgment is made more manageable by chunking it into a series of pairs. This method produces scaled performances that can be checked for internal consistency of the judgments. The validated, ordered performances are used in the standard setting stage, making the task for judges as transparent and straightforward as possible. Recommendations and implications for standard setting are discussed in light of the results.

Keywordsassessment; teacher judgment; standard setting; pairwise comparison; extended performance; scaled exemplars; reliability
Year2023
JournalFrontiers in Education
Journal citation8, p. Article 1183695
PublisherFrontiers Media S.A.
ISSN2504-284X
Digital Object Identifier (DOI)https://doi.org/10.3389/feduc.2023.1183695
Scopus EID2-s2.0-85168296926
Open accessPublished as ‘gold’ (paid) open access
Page range1-13
FunderAustralian Research Council (ARC)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online02 Aug 2023
Publication process dates
Accepted20 Jul 2023
Deposited07 Nov 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDLP180100046
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