The poster will present the outline of an ongoing findings from a study on the use of adaptive comparative judgment by examiners as a method for assessing, ranking, and grading student exams. The study aims to investigate if and how this method may support examiners in making better judgments when assessing student works for grading. In this study, approximately 300 essays will be assessed by 8 examiners using adaptive comparative judgment. These essays have already been assessed and graded using a traditional criteria-based approach with one examiner per 30 essays. These grades will serve as a point of reference for the study. The examiners using comparative judgment will use the same assessment criteria as in the traditional approach, but the essays will be assessed in pairs. In this pairwise comparison, the examiners chose which essay is better and justify their choice based on assessment criteria for each pair. Using learning analytics, the judgment of all essays will be ranked in terms of quality. The professors will then read through the ranking and try to identify the benchmarks for the lowest quality work for each grade. The benchmarking will be based on the professor’s assessment of quality considering the assessment criteria, not on a normal distribution.