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Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels

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dc.contributor.author Seery, Niall
dc.contributor.author Buckley, Jeffrey
dc.contributor.author Delahunty, Thomas
dc.contributor.author Canty, Donal
dc.date.accessioned 2018-11-06T16:05:35Z
dc.date.available 2018-11-06T16:05:35Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/7281
dc.description peer-reviewed en_US
dc.description.abstract Educational assessment has profound effects on the nature and depth of learning that students engage in. Typically there are two core types discussed within the pertinent literature; criterion and norm referenced assessment. However another form, ipsative assessment, refers to the comparison between current and previous performance within a course of learning. This paper gives an overview of an ipsative approach to assessment that serves to facilitate an opportunity for students to develop personal constructs of capability and to provide a capacity to track competence based gains both normatively and ipsatively. The study cohort (n = 128) consisted of undergraduate students in a Design and Communication Graphics module of an Initial Technology Teacher Education programme. Four consecutive design assignments were designed to elicit core graphical skills and knowledge. An adaptive comparative judgment method was employed to rank responses to each assignment which were subsequently analysed from an ipsative perspective. The paper highlights the potential of this approach in developing students’ epistemological understanding of graphical and technological education. Significantly, this approach demonstrates the capacity of ACJ to track performance over time and explores this relative to student ability levels in the context of conceptual design. en_US
dc.language.iso eng en_US
dc.publisher Springer en_US
dc.relation.ispartofseries International Journal of Technology and Design Education;pp.1-15
dc.relation.uri http://dx.doi.org/10.1007/s10798-018-9468-x
dc.subject ipsative assessment en_US
dc.subject adaptive comparative judgment en_US
dc.subject constructs of capability en_US
dc.subject design education en_US
dc.subject technology education en_US
dc.title Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1007/s10798-018-9468-x
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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