Update from the most comprehensive analysis of Adaptive Comparative Judgement ever undertaken

By Mark House

The National Science Foundation (NSF) “Learning by Evaluating” (LbE) study (Award #2101235) is the most comprehensive analysis of Adaptive Comparative Judgement (ACJ) ever undertaken—an investment of $1.257 million over five years, spanning world-class universities and K-12 settings.

The Project initially ran for 3 years (2022 – 2024), and was then extended for a further 24 months (2024 - 2026). The data from the entire study is currently being analysed and is scheduled for publication in 2026.

RM Compare was the backbone technology platform throughout.

What is Learning by Evaluating and why is it a potential 'game-changer'?

Learning by Evaluating is an educational approach where learners deepen their understanding and improve their skills by engaging in the evaluation and comparison of others’ work, rather than simply receiving content or being assessed themselves.

Research has shown that simple, quick use of this Assessment AS Learning technique can raise the educational outcomes of all learners regardless of background and ability.

Research Leaders

Early Learnings

The initial research was conducted at Purdue University and achieved some stunning results, demonstrating how a short, simple LbE intervention could improve the performance of all students in a cohort. You can read the Case Study HERE, and watch the video below.

The latest K12 Research

For the past 3 years the study has moved into the K-12 sector to see if the principles of LbE are just as effective. Specifically, researchers were based at the DeKalb County School District is part of the Atlanta Metropolitan School District in the United States. It educates more than 102,000 students at 138 schools with more than 14,000 full-time employees and 6,000 teachers.

This part of the research has recently concluded, and we are now able to share some of the Teacher and Student experiences. The overall sentiment is that LBE sessions promote understanding, collaboration, and deeper insight, making them highly beneficial for student learning

Summary Findings

The core message is that Learning by Evaluation (LBE) helps learners understand what good looks like by having them evaluate and compare the work of their peers, facilitating rich discussions and deeper learning.

  • LBE is presented as an instructional strategy for learners to actively learn by evaluating other products or work, rather than passively receiving information.
  • The approach encourages learners to express what they find valuable by comparing peer work, sparking conversations that extend understanding.
  • The teacher describes practical use in orthographic projection lessons, using real learners work (including examples with mistakes) to prompt constructive discussion and highlight learning points.
  • LBE can save instructional time and clarify expectations, as learners see and discuss clear examples (including what not to do), making learning outcomes explicit.
  • The inclusion of learners work in evaluation sessions increases engagement and makes learning experiences richer.
Although in this case the learners were students, the same approach could be used for any learner including the teachers themselves as part of professional training for example.

Student and Teacher perspectives

The students perspective

In the video we can hear direct from students as they explain that participating in LBE helps them learn how others approach problems and gives them clearer insights into quality standards and expected outcomes. The students describe comparing good and bad examples, evaluating complexity and clarity, and learning from differing viewpoints. This process helps them refine their own work and see mistakes they might otherwise miss.

The teachers perspective

The video features engineering teacher Lucricia Gant from Chambley High School discussing how she uses Learning By Evaluation (LBE) sessions to help students understand key concepts in orthographic projections and improve their technical drawing skills. She highlights the importance of helping students recognise construction lines and steps required in orthographic sketching. By selecting students’ work for comparison and discussion, she encourages peer feedback and collective learning.

Gant notes that LBE sessions are designed around common student errors and specific learning outcomes. Through structured statements and a curated set of images, students are asked to judge and provide feedback on examples, sparking classroom discussions and building a community where students feel comfortable expressing their opinions.

What next?

The researchers have a busy year ahead as they analyse all of the data from this extensive study. Summary and conclusions are expected in 2026.