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Investigating the Potential for RGT and ACJ towards deeper insights of Teacher Assessment Practices
KTH, School of Education and Communication in Engineering Science (ECE). KTH, School of Industrial Engineering and Management (ITM). (Teknikdidaktik)ORCID iD: 0000-0002-8889-2562
KTH, School of Industrial Engineering and Management (ITM). (Teknikdidaktik)ORCID iD: 0000-0003-2055-1494
Purdue University .ORCID iD: 0000-0002-1680-2433
Purdue University.ORCID iD: 0000-0002-4847-4526
2018 (English)In: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty and Joe Phelan, Athlone, Ireland: Technology Education Research Group , 2018, p. 371-377Conference paper, Published paper (Refereed)
Abstract [en]

The evolution of advanced technology systems and the labour market for future engineers and designers are a global matter. In light of this reasoning, a global perspective on technology education becomes even more important. Assessment is key in order to bridge teaching and learning and an international perspective is needed for understanding different assessment practices in technology education. The purpose of this paper is to investigate potential methods of gaining new perspectives and understanding of teacher assessment practices. Adaptive comparative judgement (ACJ) is an assessment method that has been proven to provide valid, reliable, and feasible results for the assessment of open-ended design problems within technology/engineering education in several countries (Hartell & Skogh, 2015; Kimbell, 2012; Power & Seery, 2012; Seery, Canty, & Phelan, 2011; Bartholomew, 2016). ACJ has also been used as an approach to compare teachers’ assessment practices across countries (see e.g. Bartholomew et al, 2017). Reparatory grid theory (RGT) is a method based on George Kelly’s theory of personal constructs (Kelly, 1963). RGT is used to explore informants’ interpretations and views, on certain topics, for example products or other artefacts (Isaksson Persson, 2015), and teachers’ assessments of portfolios in crafts/sloyd and technology education (Björklund, 2008; Lindström, 2001). The results of ACJ for assessment can be represented in a quantitative manner (Pollitt, 2012) and can be complimented with qualitative measures of think aloud protocols and or comments from informants during the judgement sessions (see e.g. Hartell & Skogh, 2015).

This paper will explore the potential for, and implications of, combining RGT and ACJ outputs a richer understanding of teachers’ assessment values when assessing open-ended students design portfolios and products by deploying RGT on think-aloud protocols and comments provided by judges during ACJ.

Place, publisher, year, edition, pages
Athlone, Ireland: Technology Education Research Group , 2018. p. 371-377
Keywords [en]
Adaptive comparative judgement, comparative judgement, reparatory grid theory, assessment, technology education, engineering education, STEM education
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-230721ISBN: 978-1-5272-2507-7 (print)ISBN: 978-1-5272-2508-4 (electronic)OAI: oai:DiVA.org:kth-230721DiVA, id: diva2:1218860
Conference
The 36th Pupils’ Attitudes Towards Technology Conference in Athlone, Ireland. 18–21 June, 2018
Note

QC 20180615

Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2018-06-15Bibliographically approved

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Isaksson Persson, Helena

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