Adaptive Comparative Judgement In Open-ended Design Scenarios

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Adaptive Comparative Judgement In Open-ended Design Scenarios

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 and feed that into classroom practice and possible curriculum design. 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 USA, UK and Sweden, with the purpose of unpacking teachers’ assessment practices. These three panels assessed a body of 760 American student works, in technology/ engineering   education, using the ACJ method. The similarities, differences, and quantitative and qualitative data findings from these assessment results were analyzed, revealing distinct design values, preferences, and differences for each group of judges from the different locations. This paper will show possible use of ACJ on larger scale to find out and explicate criteria for success in open-ended design tasks to inform formative assessment practices. The paper will tie literature  togetherand provide an overview of possible use of ACJ to inform future work within the field of assessment.

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