How Swedish Teachers used RM Compare to support assessment calibration at scale
Across school systems and education ministries, assessment is increasingly focused on complex, open-ended outcomes. But consistently evaluating skills, knowledge and understanding in this context can be difficult. Traditional rubric-based marking can lead to variation between evaluators, an emphasis on surface-level features rather than the quality of learning, and substantial moderation workload. This study examined whether that shared standard could help create reliable assessment scales with fewer judgements over time.






