Using adaptive comparative judgment for student formative feedback and learning during a middle school design project View Full Text


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Article Info

DATE

2019-03

AUTHORS

Scott R. Bartholomew, Greg J. Strimel, Emily Yoshikawa

ABSTRACT

While design-based pedagogies have increasingly been emphasized, the assessment of design projects remains difficult due to the large number of potentially “correct” solutions. 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 inter-rater reliability with design projects. Efforts towards using ACJ for assessing design have largely centered on summative assessment. However, evidence suggests that ACJ may be a powerful tool for formative assessment and design learning when undertaken by students. Therefore, this study investigated middle school students participated in ACJ at the midpoint and conclusion of a design project, both receiving and providing feedback to/from their peers through the ACJ process. Findings demonstrated promise for using ACJ, as a formative assessment and feedback tool, to improve student learning and achievement. More... »

PAGES

363-385

References to SciGraph publications

  • 2012-05. Assessing scientific and technological enquiry skills at age 11 using the e-scape system in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2012-05. Evolving project e-scape for national assessment in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2012-05. The origins and underpinning principles of e-scape in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2017. Assessment and Learning: The Proximal and Distal Effects of Comparative Judgment in HANDBOOK OF TECHNOLOGY EDUCATION
  • 2011. Comparative Pairs Marking Supports Authentic Assessment of Practical Performance Within Constructivist Learning Environments in APPLICATIONS OF RASCH MEASUREMENT IN LEARNING ENVIRONMENTS RESEARCH
  • 1989-06. Formative assessment and the design of instructional systems in INSTRUCTIONAL SCIENCE
  • 2017-06-16. Factors influencing student success on open-ended design problems in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2018. Formative Assessment of Creativity in HANDBOOK OF TECHNOLOGY EDUCATION
  • 2012-05. The validity and value of peer assessment using adaptive comparative judgement in design driven practical education in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
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    URI

    http://scigraph.springernature.com/pub.10.1007/s10798-018-9442-7

    DOI

    http://dx.doi.org/10.1007/s10798-018-9442-7

    DIMENSIONS

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