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Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels
KTH, School of Industrial Engineering and Management (ITM).ORCID iD: 0000-0003-4199-4753
KTH, School of Industrial Engineering and Management (ITM).ORCID iD: 0000-0002-8292-5642
University of Limerick.ORCID iD: 0000-0003-4819-0424
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 4, p. 701-715Article in journal (Refereed) Published
Abstract [en]

Educational assessment has profound effects on the nature and depth of learning that students engage in. Typically there are two core types discussed within the pertinent literature; criterion and norm referenced assessment. However another form, ipsative assessment, refers to the comparison between current and previous performance within a course of learning. This paper gives an overview of an ipsative approach to assessment that serves to facilitate an opportunity for students to develop personal constructs of capability and to provide a capacity to track competence based gains both normatively and ipsatively. The study cohort (n = 128) consisted of undergraduate students in a Design and Communication Graphics module of an Initial Technology Teacher Education programme. Four consecutive design assignments were designed to elicit core graphical skills and knowledge. An adaptive comparative judgment method was employed to rank responses to each assignment which were subsequently analysed from an ipsative perspective. The paper highlights the potential of this approach in developing students' epistemological understanding of graphical and technological education. Significantly, this approach demonstrates the capacity of ACJ to track performance over time and explores this relative to student ability levels in the context of conceptual design.

Place, publisher, year, edition, pages
2019. Vol. 4, p. 701-715
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-235779DOI: 10.1007/s10798-018-9468-xISI: 000483645100005Scopus ID: 2-s2.0-85054528942OAI: oai:DiVA.org:kth-235779DiVA, id: diva2:1253264
Note

QC 20181008

Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2019-09-27Bibliographically approved

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Seery, Niall

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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