Adaptive Comparative Judgment as a Tool for Assessing Open-Ended Design Problems and Model Eliciting Activities

Autor/inn/en	Bartholomew, Scott R.; Nadelson, Louis S.; Goodridge, Wade H.; Reeve, Edward M.
Titel	Adaptive Comparative Judgment as a Tool for Assessing Open-Ended Design Problems and Model Eliciting Activities
Quelle	In: Educational Assessment, 23 (2018) 2, S.85-101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bartholomew, Scott R.) ORCID (Nadelson, Louis S.) ORCID (Goodridge, Wade H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2018.1444986
Schlagwörter	Middle School Students; Evaluative Thinking; Learner Engagement; Design; Technology Education; Engineering; Problem Solving; Portfolios (Background Materials); Portfolio Assessment; Judges; Reliability; Validity; Student Evaluation; Evaluation Methods; STEM Education; Grade 7; Grade 8; Qualitative Research + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Technisch-naturwissenschaftlicher Unterricht; Maschinenbau; Problemlösen; Portfoliobeurteilung; Judge; Richter; Reliabilität; Gültigkeit; Schulnote; Studentische Bewertung; STEM; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Qualitative Forschung
Abstract	We investigated the use of adaptive comparative judgment to evaluate the middle school student learning, engagement, and experience with the design process in an open-ended problem assigned in a technology and engineering education course. Our results indicate that the adaptive comparative judgment tool effectively facilitated the grading of the students' products and improved the judges' understanding of the processes the students used to arrive at their solutions. We found the reliability and validity of the tool to be acceptable and the outcomes of our study suggest that there is justification for the use of the adaptive comparative judgment method to assess student learning outcomes at multiple levels of Science, Technology, Engineering, and Math (STEM) education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01