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- Buckley, Jeffrey, 1992-, et al.
(författare)
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Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students
- 2019
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:1, s. 75-106
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Tidskriftsartikel (refereegranskat)abstract
- The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.
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| 2. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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The importance and usefulness of comparative judgement for educational assessment
- 2019
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Konferensbidrag (populärvet., debatt m.m.)abstract
- While comparative judgement has now been around for a number of years, it continues to be used in a variety of new ways and across multiple subjects. Jeffrey has specific experience using comparative judgement in design education which he will discuss as well as presenting other applications described in the literature. The intention of this presentation is to show both how comparative judgement works in practice for assessing students work, and also to demonstrate some of its other educational uses as well.
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| 5. |
- Seery, Niall, et al.
(författare)
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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
- 2019
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Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 4, s. 701-715
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Tidskriftsartikel (refereegranskat)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.
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