Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6388
Title: Reviewing Approaches to Assessment of Students’ Designs
Authors: Clark, Douglas
Ostrowdun, Chris
Rothschuh, Stefan
Purzer, Senay
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Clark, D., Ostrowdun, C., Rothschuh, S., & Purzer, S. (2020). Reviewing Approaches to Assessment of Students’ Designs. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1645-1648). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: The structure of assessments can affect what is valued, taught, and learned by teachers and students. It is therefore of great importance to review the approaches proposed for assessing student design (processes and outcomes) given the increasing focus on design in STEM curricula. We began with the goal of reviewing such approaches across 17 prominent journals that address STEM and design education. Database searches resulted in 2101 raw hits and ultimately resulted in a sample of 27 articles, predominantly in engineering education. We performed a content analysis to identify key assessment practices. The majority (20) included a focus on performance of the design, and a substantial number included a focus on communication (15) and scoping (11). While less prevalent, divergent thinking (9), creativity (9), convergent thinking (8), and collaboration (8) were also broadly represented. Ethical considerations were not strongly represented in the reviewed assessments, although there were important exceptions.
URI: https://doi.dx.org/10.22318/icls2020.1645
https://repository.isls.org//handle/1/6388
Appears in Collections:ICLS 2020

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