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dc.contributor.authorBuckley, Jeffrey
dc.contributor.authorSeery, Niall
dc.contributor.authorKimbell, Richard
dc.date.accessioned2022-05-16T11:27:02Z
dc.date.available2022-05-16T11:27:02Z
dc.date.copyright2022
dc.date.issued2022-03-03
dc.identifier.citationBuckley, J., Seery, N., Kimbell, R. (2022) A review of the valid methodological use of adaptive comparative judgement in technology education research. Frontiers in Education. 7:787926. doi: 10.3389/feduc.2022.787926en_US
dc.identifier.urihttp://research.thea.ie/handle/20.500.12065/3981
dc.description.abstractThere is a continuing rise in studies examining the impact that adaptive comparative judgment (ACJ) can have on practice in technology education. This appears to stem from ACJ being seen to offer a solution to the difficulties faced in the assessment of designerly activity which is prominent in contemporary technology education internationally. Central research questions to date have focused on whether ACJ was feasible, reliable, and offered broad educational merit. With exploratory evidence indicating this to be the case, there is now a need to progress this research agenda in a more systematic fashion. To support this, a critical review of how ACJ has been used and studied in prior work was conducted. The findings are presented thematically and suggest the existence of internal validity threats in prior research, the need for a theoretical framework and the consideration of falsifiability, and the need to justify and make transparent methodological and analytical procedures. Research questions now of pertinent importance are presented, and it is envisioned that the observations made through this review will support the design of future inquiry.en_US
dc.formatPDFen_US
dc.language.isoengen_US
dc.publisherFrontiers Mediaen_US
dc.relation.ispartofFrontiers in Educationen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectComparative judgementen_US
dc.subjectTechnology educationen_US
dc.subjectDesignen_US
dc.subjectValidityen_US
dc.subjectMethodologyen_US
dc.subjectAssessmenten_US
dc.titleA review of the valid methodological use of adaptive comparative judgement in technology education researchen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.contributor.affiliationTechnological University of the Shannon Midlands Midwesten_US
dc.description.peerreviewyesen_US
dc.identifier.doi10.3389/feduc.2022.787926en_US
dc.identifier.eissn2504-284X
dc.identifier.orcidhttps://orcid.org/ 0000-0002-8292-5642en_US
dc.identifier.orcidhttps://orcid.org/ 0000-0003-4199-4753en_US
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessen_US
dc.subject.departmentFaculty of Engineering and Informatics TUS:MMen_US
dc.type.versioninfo:eu-repo/semantics/publishedVersionen_US


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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International