The impact of holistic assessment using adaptive comparative judgement on student learning
Year: 2012
Type: dissertation
Abstract: The shift in philosophy in Irish technology education has brought with it new\nchallenges for practitioners, curriculum developers and awarding bodies. With the\nemphasis on technological capability the technology student must not only\ndemonstrate the acquisition of knowledge, skills and problem solving abilities in\ncontext, but must also construct the meaning that defines a technologically capable\nperson.\nTraditionally in Technology Education, the over emphasis on product outcomes\nmeasured by summative criteria creates a dichotomy between the curriculum\nobjectives and the inference drawn by assessment. Valuing the process of learning\nand the wide range of skills and experiences uniquely developed by the individual\nposes a significant challenge to the relevance of assessment constructs.\nThis study tracks the experiences and performance of 406 initial teacher education\nstudents as they develop a personal construct of technology capability and\ndemocratically converge on cluster qualities that support valid assessment. The\nresearch integrates assessment with learning by using holistic peer judgement\nfacilitated by an Adaptive Comparative Judgement model of democratic assessment.\nIndependent of mandated assessment criteria, the student defined personal construct\nof capability determined the nature and quality of their peers work. Across the three\nyears of this research, ACJ is presented as a valid, reliable and effective method of\ndiscriminating qualities of capability to generate a valid ‘measure’ of what to value\nin design driven education.\nThe study presents an empirical insight into the iterative, dialectical, non-linear\nnature of design based education and highlights the significance of appraisal skills in\nfacilitating autonomy, diversity and personalised learning.
Author: Donal Canty
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2922287290