In comparative judgement, students compare various pairs of products with each other, each time choosing the best one. This is then discussed centrally. In this way, they work on their quality awareness.
• Compile ±5 pairs of products or examples of answers to open questions. This is a bit of work once, but then you can use the sets for years. Prepare the pairs digitally or printed. • Provide criteria based on which students must make the choice. These can be, for example, the assessment criteria. • Have students individually, in pairs, or small groups study the pairs and choose which one they find the best (A or B) for each pair. Have the students note down why they make the choice for each pair. • Discuss the conclusions centrally. Do this by checking per pair who made which choice and paying close attention to that choice: how did you come to the choice? Why did you as a teacher choose the same or something different? • Let students name or write down what they have learned through this activity and then update their own product or answers with the enriched knowledge where desirable.
• You can also choose to pair products or answers from the students themselves. This is more meaningful, but it also requires significantly more preparation and can be vulnerable for students. • You can also let students base their choice on their existing prior knowledge (thus without giving the assessment criteria). This keeps the dialogue about quality more open and focuses more on activating prior knowledge.
Several pairs (sets) with products.
