Identifying design values across countries through adaptive comparative judgment View Full Text


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Article Info

DATE

2019-03-02

AUTHORS

Scott Ronald Bartholomew, Emily Yoshikawa Ruesch, Eva Hartell, Greg J. Strimel

ABSTRACT

Adaptive comparative judgment (ACJ) has proven to be a valid, reliable, and feasible method for assessing student performance in open-ended design scenarios. In addition to the use of ACJ for purely assessment and evaluation, research has demonstrated an opportunity to identify the design values of judges involved with the ACJ process. The potential for ACJ, as a tool for understanding cultural design values, and potentially facilitating international collaboration, is intriguing. Therefore, this study established three panels of judges, from countries around the world, to assess one body of student work using the ACJ method. The similarities, differences, and findings from these assessment results were analyzed, revealing distinct design values, preferences, and differences for each group of judges from the different locations. More... »

PAGES

1-27

References to SciGraph publications

  • 2016. University Social and Public Engagement: Creative Nexuses for STEM Research and International Relations in GLOBALISATION AND HIGHER EDUCATION REFORMS
  • 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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  • 2007. Researching Design Learning, Issues and Findings from Two Decades of Research and Development in NONE
  • 2016-12. Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability in INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
  • 2012-05. Evolving project e-scape for national assessment in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2015. Research Challenges for the Future in THE FUTURE OF TECHNOLOGY EDUCATION
  • 2019-03. Using adaptive comparative judgment for student formative feedback and learning during a middle school design project in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2012-05. Conclusion in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2015. Politics and Policy in THE FUTURE OF TECHNOLOGY EDUCATION
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