The validity and value of peer assessment using adaptive comparative judgement in design driven practical education

Seery, Niall and Canty, Donal and Phelan, Pat (2012) The validity and value of peer assessment using adaptive comparative judgement in design driven practical education. International Journal of Technology & Design Education, 22 (2). pp. 205-226. ISSN 09577572

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Abstract

This paper presents the response of the technology teacher education programmes at the University of Limerick to the assessment challenge created by the shift in philosophy of the Irish national curriculum from a craft-based focus to design-driven education. This study observes two first year modules of the undergraduate programmes that focused on the development of subject knowledge and practical craft skills. Broadening the educational experience and perspective of students to include design based aptitudes demanded a clear aligning of educational approaches with learning outcomes. As design is a complex iterative learning process it requires a dynamic assessment tool to facilitate and capture the process. Considering the critical role of assessment in the learning process, the study explored the relevance of individual student-defined assessment criteria and the validity of holistic professional judgement in assessing capability within a design activity. The kernel of the paper centres on the capacity of assessment criteria to change in response to how students align their work with evidence of capability. The approach also supported peer assessment, where student-generated performance ranks provided an insight into not only how effectively they evidenced capability but also to what extent their peers valued it. The study investigated the performance of 137 undergraduate teachers during an activity focusing on the development of design, processing and craft skills. The study validates the use of adaptive comparative judgement as a model of assessment by identifying a moderate to strong relationship with performance scores obtained by two different methods of assessment. The findings also present evidence of capability beyond the traditional measures. Level of engagement, diversity, and problem solving were also identified as significant results of the approach taken. The strength of this paper centres on the capacity of student-defined criterion assessment to evidence learning, and concludes by presenting a valid and reliable holistic assessment supported by comparative judgements. [ABSTRACT FROM AUTHOR]; Copyright of International Journal of Technology & Design Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Item Type: Article
Additional Information: Seery, Niall 1; Email Address: Niall.Seery@ul.ie Canty, Donal 1 Phelan, Pat 1; Affiliation: 1: Department of Design and Manufacturing Technology, University of Limerick, Limerick Ireland; Source Info: May2012, Vol. 22 Issue 2, p205; Subject Term: UNDERGRADUATES; Subject Term: EDUCATION; Subject Term: EDUCATIONAL technology; Subject Term: EDUCATIONAL tests & measurements; Subject Term: DYNAMIC assessment (Education); Subject Term: UNIVERSITY of Limerick (Limerick, Ireland); Subject Term: LIMERICK (Limerick, Ireland); Subject Term: IRELAND; Author-Supplied Keyword: Comparative pairs; Author-Supplied Keyword: Holistic assessment; Author-Supplied Keyword: Teacher education; Author-Supplied Keyword: Technology education; Number of Pages: 22p; Document Type: Article
Uncontrolled Keywords: UNDERGRADUATES; EDUCATION; EDUCATIONAL technology; EDUCATIONAL tests & measurements; DYNAMIC assessment (Education); UNIVERSITY of Limerick (Limerick, Ireland); LIMERICK (Limerick, Ireland); IRELAND; Comparative pairs; Holistic assessment; Teacher education; Technology education
Depositing User: National Forum
Date Deposited: 06 Dec 2015 18:19
Last Modified: 11 Dec 2015 08:01
URI: http://eprints.teachingandlearning.ie/id/eprint/3687

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