  Marking and feedback are essential features of teaching and learning, across
the overwhelming majority of educational settings and contexts. However, it can
take a great deal of time and effort for teachers to mark assessments, and to
provide useful feedback to the students. Furthermore, it also creates a
significant cognitive load on the assessors, especially in ensuring fairness
and equity. Therefore, an alternative approach to marking called comparative
judgement (CJ) has been proposed in the educational space. Inspired by the law
of comparative judgment (LCJ). This pairwise comparison for as many pairs as
possible can then be used to rank all submissions. Studies suggest that CJ is
highly reliable and accurate while making it quick for the teachers.
Alternative studies have questioned this claim suggesting that the process can
increase bias in the results as the same submission is shown many times to an
assessor for increasing reliability. Additionally, studies have also found that
CJ can result in the overall marking process taking longer than a more
traditional method of marking as information about many pairs must be
collected.
  In this paper, we investigate Elo, which has been extensively used in rating
players in zero-sum games such as chess. We experimented on a large-scale
Twitter dataset on the topic of a recent major UK political event ("Brexit",
the UK's political exit from the European Union) to ask users which tweet they
found funnier between a pair selected from ten tweets. Our analysis of the data
reveals that the Elo rating is statistically significantly similar to the CJ
ranking with a Kendall's tau score of 0.96 and a p-value of 1.5x10^(-5). We
finish with an informed discussion regarding the potential wider application of
this approach to a range of educational contexts.
