ERIC Number: EJ1133070
Record Type: Journal
Publication Date: 2017-Mar
Reference Count: 31
Assessing Open-Ended Design Problems
Bartholomew, Scott R.
Technology and Engineering Teacher, v76 n6 p13-17 Mar 2017
Interest in Technology and Engineering Education (TEE) has recently revolved around working to define/redefine who we are, and who we are not; while others in TEE are not interested in a change of identity. An emphasis on design, design education, and design assessment may help clarify the discussion surrounding the future direction of TEE. Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, reliable, and feasible for the assessment of open-ended design problems. As TEE incorporates ACJ into design assessment, it can strengthen its own position in K-12 education.
Descriptors: Technology Education, Engineering Education, Design, Elementary Secondary Education, Technological Literacy, Problem Based Learning, Questioning Techniques, Comparative Analysis
International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: firstname.lastname@example.org; Web site: https://www.iteea.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A