A Systematized Review of Research with Adaptive Comparative Judgment (ACJ) in Higher Education

Autor/inn/en	Bartholomew, Scott R.; Jones, Matthew D.
Titel	A Systematized Review of Research with Adaptive Comparative Judgment (ACJ) in Higher Education
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 2, S.1159-1190 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bartholomew, Scott R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09642-6
Schlagwörter	Higher Education; Educational Research; Evaluation Methods; Comparative Analysis + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung
Abstract	Adaptive Comparative Judgment (ACJ), an approach to the assessment of open-ended problems which utilizes a series of comparisons to produce a standardized score, rank order, and a variety of other statistical measures, has demonstrated high levels of reliability and validity and the potential for application in a wide variety of areas. Further, research into using ACJ, both as a formative and summative assessment tool, has been conducted in multiple contexts across higher education. This systematized review of ACJ research outlines our approach to identifying, classifying, and organizing findings from research with ACJ in higher education settings as well as overarching themes and questions that remain. The intent of this work is to provide readers with an understanding of the current state of the field and several areas of potential further inquiry related to ACJ in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01