Applying Design Thinking to systemic problems in educational assessment information management
| Autor: | William P. Fisher, Emily Pey-Tee Oon, Spencer Benson |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
History
Process management Process (engineering) Computer science End user media_common.quotation_subject 020208 electrical & electronic engineering 05 social sciences Design thinking 02 engineering and technology Coherence (statistics) Creativity computer.software_genre Computer Science Applications Education Formative assessment Educational assessment 0502 economics and business 0202 electrical engineering electronic engineering information engineering computer Systemic problem 050203 business & management media_common |
| Zdroj: | Journal of Physics: Conference Series. 1044:012012 |
| ISSN: | 1742-6596 1742-6588 |
| DOI: | 10.1088/1742-6596/1044/1/012012 |
| Popis: | The integrative process of design thinking provides a compelling framework for addressing problems in education involving coherent assessment and instruction. New possibilities for more meaningful developmental coherence within, horizontal coherence across, and vertical coherence between classroom formative and accountability assessments emerge by thinking through and enacting conceptual solutions that begin with the end in mind and that involve end users every step of the way. The nonlinear process involves empathy for students and teachers, the definition of a solvable problem (one with solutions that are feasible, viable, and desirable), the ideation of a brainstormed array of ideal "possibly impossible" resources for creativity (such as a very demanding measurement model and traceability to unit standards), the rapid development of an initial prototype expected to have limitations, and the first of an iterative series of tests that deliberately test the prototype en route to a recycling as needed through any other parts of the process. Applying Design Thinking may lead to new solutions to problems encountered in reconceiving and reconfiguring classrooms as meta-design ecosystem niches of creativity and innovation. An assessment outcome prototype drawn from recent work with teacher/educators that integrates developmental, horizontal, and vertical coherence is presented. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|