While research into the effectiveness of open-ended problems has made strides in recent years, less has been done around the assessment of these problems. The large number of potentially-correct answers makes this assessment difficult. Adaptive Comparative Judgment (ACJ), an approach based on assessors/judges working through a series of paired comparisons and selecting the better of two items, has demonstrated high levels of reliability and effectiveness with these problems. Research into using ACJ, both formative and summative, has been conducted at all grade levels within K-16 education (ages 5-18), with a myriad of findings. This paper outlines a systematic review process used to identify articles and synthesizes the findings from the included research around ACJ in K-16 education settings. The intent of this systematic review is to inform decision-makers weighing the potential for ACJ integration in educational settings with researched-based findings around ACJ in K-16 educational settings. Further, this review will also uncover potential areas for future researchers to investigate further into ACJ and its' implications in educational settings.
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Bartholomew et al. (2018) studied this question.