Comparative pairs marking supports authentic assessment of practical performance within constructivist learning environments.
Faculty of Education and Arts
School of Education / Centre for Schooling and Learning Technologies
This chapter reports on the fIrst year of an applied research project that utilises new digital technologies to address the challenge of embedding authentic complex performance as an integral part of summative assessment in senior secondary courses. Specifically, it reports on the approaches to marking authentic assessment tasks to meet the requirements of external examination. On-line marking tools were developed utilising relational databases to support the use of the analytical rubric-based marking method and the paired comparisons method to generate scores based on Rasch modelling. The research is notable in seeking to simultaneously enhance assessment and marking practices in examination contexts and in so doing, also contribute to the advancement of pedagogical practices associated with constructivist learning environments. The chapter will be relevant to courses and subjects that incorporate a significant performance dimension.