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The impact of holistic assessment using adaptive comparative judgement on student learning

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dc.contributor.advisor Seery, Niall
dc.contributor.advisor Phelan, Pat
dc.contributor.author Canty, Donal
dc.date.accessioned 2018-04-19T15:27:14Z
dc.date.available 2018-04-19T15:27:14Z
dc.date.issued 2012
dc.identifier.uri http://hdl.handle.net/10344/6766
dc.description peer-reviewed en_US
dc.description.abstract The shift in philosophy in Irish technology education has brought with it new challenges for practitioners, curriculum developers and awarding bodies. With the emphasis on technological capability the technology student must not only demonstrate the acquisition of knowledge, skills and problem solving abilities in context, but must also construct the meaning that defines a technologically capable person. Traditionally in Technology Education, the over emphasis on product outcomes measured by summative criteria creates a dichotomy between the curriculum objectives and the inference drawn by assessment. Valuing the process of learning and the wide range of skills and experiences uniquely developed by the individual poses a significant challenge to the relevance of assessment constructs. This study tracks the experiences and performance of 406 initial teacher education students as they develop a personal construct of technology capability and democratically converge on cluster qualities that support valid assessment. The research integrates assessment with learning by using holistic peer judgement facilitated by an Adaptive Comparative Judgement model of democratic assessment. Independent of mandated assessment criteria, the student defined personal construct of capability determined the nature and quality of their peers work. Across the three years of this research, ACJ is presented as a valid, reliable and effective method of discriminating qualities of capability to generate a valid ‘measure’ of what to value in design driven education. The study presents an empirical insight into the iterative, dialectical, non-linear nature of design based education and highlights the significance of appraisal skills in facilitating autonomy, diversity and personalised learning. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject Irish technology en_US
dc.subject technology student en_US
dc.subject education en_US
dc.subject learning en_US
dc.title The impact of holistic assessment using adaptive comparative judgement on student learning en_US
dc.type info:eu-repo/semantics/doctoralThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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