To capitalize on professional expertise in educational assessment, it is desirable to develop and test methods of rater‐mediated assessment that enable classroom teachers to make reliable and informative judgments. Accordingly, this article investigates the reliability of a two‐stage method used by classroom teachers to assess primary school students’ persuasive writing. Stage 1 involves pairwise comparisons and stage 2 involves rating against calibrated exemplars from stage 1 plus performance descriptors. A high level of interrater reliability among teachers was obtained. This is consistent with previous evidence that the two‐stage method is a viable classroom assessment method without extensive training and moderation. Implications for assessment practices in education are discussed with a focus on the widely expressed desire to value professional expertise.

中文翻译：

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论文写作课堂评估的两阶段方法

为了利用教育评估中的专业知识，需要开发和测试评估者介导的评估方法，以使课堂教师能够做出可靠和有益的判断。因此，本文探讨了课堂老师用来评估小学生说服力的两阶段方法的可靠性。阶段1涉及成对比较，阶段2涉及对来自阶段1的校准样本加上性能描述符的评级。在教师中获得了较高的人际信度。这与以前的证据一致，即两阶段方法是一种可行的课堂评估方法，无需大量的培训和节制。