The School of Engineering, University of Liverpool is trialling the use of Adaptive Comparative Judgement (ACJ) as tool to allow students to engage in a peer learning and assessment process. By examining three case studies, this paper describes how ACJ has been used in undergraduate engineering modules to enhance the assessment process for learning. The first case study in this paper describes how ACJ was used as an approach to provide feed-forward in a conceptual engineering design activity. It explores how ACJ has been used to facilitate a more structured approach to reviewing and contextualising examples of previously submitted work, in order to help students properly understand assignment expectations; and to provide some form of feed-forward. The second case study describes how ACJ is being used to facilitate peer assessment with the aim of increasing learner benefit. It was used to facilitate and inform peer discussion in an engineering ethics topic; and to help students reflect on their own attitudes and learning. The third explores how ACJ can be used to inform the final grade of a summative assessment and how the outcomes of completing an ACJ activity compare between students and teachers. The paper presents student perceptions and the authors experiences of using ACJ and discusses how such activities have been structured. Although the overall findings indicate that ACJ can be of benefit to teaching, more work is needed to optimise its deployment.
