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An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education

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dc.contributor.author Buckley, Jeffrey
dc.contributor.author Canty, Donal
dc.contributor.author Seery, Niall
dc.date.accessioned 2020-10-28T15:39:04Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/9374
dc.description peer-reviewed en_US
dc.description.abstract The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a first year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e. the amount of work done, can significantly predict performance (R2 = .333, p < .001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (ϕ = .082, p < .01) and that there was need to use varying criteria in the assessment of design outputs. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Irish Educational Studies;
dc.relation.uri http://dx.doi.org/10.1080/03323315.2020.1814838
dc.rights This is an Author's Accepted Manuscript of an article whose final and definitive form, the Version of Record, has been published in Irish Educational Studies 2020 the [copyright Taylor & Francis, available online at: http://dx.doi.org/10.1080/03323315.2020.1814838 en_US
dc.subject adaptive comparative judgement en_US
dc.subject assessment, design en_US
dc.subject educational reform en_US
dc.subject technology education en_US
dc.title An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education 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 10.1080/03323315.2020.1814838
dc.date.embargoEndDate 2022-03-10
dc.embargo.terms 2022-03-10 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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