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Integrating assessment and design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework
University of Limerick.
KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.ORCID iD: 0000-0002-8292-5642
Athlone Institute of Technology.ORCID iD: 0000-0003-4199-4753
University of Limerick.
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2018 (English)In: Engineering Design Graphics Journal, ISSN 1949-9167, Vol. 82, no 2, p. 1-16Article in journal (Refereed) Published
Abstract [en]

One of the leading frameworks in engineering education specifically associated with design based competencies is the CDIO framework. This has been incorporated internationally into many institutions offering engineering education courses. Characterized by four unique stages, the CDIO framework affords an ideal scenario to incorporate a continuous assessment model. This paper presents a proposed synthesis between CDIO and Adaptive Comparative Judgement (ACJ). In particular, the opportunity to provide feedback through the ACJ system is theorized to have potentially positive educational effects. As part of a larger study, this approach is in the process of being refined prior to implementation as a pilot study for feasibility which will ultimately be succeeded by large-scale implementation to determine any potentially positive effect sizes.

Place, publisher, year, edition, pages
American Society for Engineering Education , 2018. Vol. 82, no 2, p. 1-16
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-259913OAI: oai:DiVA.org:kth-259913DiVA, id: diva2:1353697
Note

QC 20190924

Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-24Bibliographically approved

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Buckley, JeffreySeery, NiallCanty, Donal
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