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Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment
University of Limerick, Limerick, Ireland.ORCID iD: 0000-0003-4819-0424
KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland. (Teknikdidaktik)ORCID iD: 0000-0003-4199-4753
KTH, School of Education and Communication in Engineering Science (ECE), Learning. (Teknikdidaktik)ORCID iD: 0000-0002-8889-2562
University of Limerick, Limerick, Ireland.ORCID iD: 0000-0003-1993-683X
2017 (English)In: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe, Philadelphia, Pennsylvania, USA, 2017Conference paper, Published paper (Refereed)
Abstract [en]

Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct and meaningful feedback in a way that is a pedagogical feed-forward.  Implementations and interpretations of assessment for learning have begun to push the boundaries of educational transactions to actively include the learner in the process of assessment (Black & Wiliam, 1998; Orsmond, Merry, & Reiling, 2000; Sadler, 2009; Yorke, 2003).  Critically, assessment ‘as’ learning encourages self and peer appraisal as a self-regulatory act.

With design and technology education requiring a disposition of enquiry and critique it is critically important that appraisal as a self-regulatory act is developed as a central element of practice. Recognising the impact assessment has on shaping the learning experience (Orsmond et al., 2000), the role and position of the student in assessment activities becomes increasingly important when the outcomes of learning are value laden. The goal is to lead students away from uncritical indoctrination in the technology education discipline to a space where they can conceive and imagine the subject for what it should be. This study looks at how assessment practise can be augmented to support ITTE (Initial Technology Teacher Education) students in developing a disposition appropriate to the goals of technology education.

This study utilised the Adaptive Comparative Judgment (ACJ) method of assessment (Kimbell, 2008) as the medium for the integration of peer assessment in a Technology based ITTE programme. Students (n= 136) presented their own conception of capability through an e-portfolio and holistically assessed the work of their peers using non-explicit assessment criteria.

This paper presents the findings from a study that implemented a student-centred approach to assessment in design and technology education. Both qualitative and quantitative methods were employed to evaluate the impact of the initiative on student behaviour, values and capability. Results present student reactions to holistic peer assessment and examine the impact that the integration of the assessment method had on student learning.

Place, publisher, year, edition, pages
Philadelphia, Pennsylvania, USA, 2017.
Keyword [en]
Peer Assessment, Holistic Judgement, Adaptive Comparative Judgement, Formative assessment
Keyword [sv]
bedömning, formativ bedömning, parvisa jämförelser, helhetsbedömning, skola, utbildning, teknikdidaktik
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-211097OAI: oai:DiVA.org:kth-211097DiVA: diva2:1138009
Conference
PATT34 Millersville University, Pennsylvania, USA 10–14 July, 2017
Note

QC 20170904

Available from: 2017-09-04 Created: 2017-09-04 Last updated: 2017-09-04Bibliographically approved

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CiteExportLink to record
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