Integrating Assessment and Design Activity in Engineering Education: A Proposed Synthesis of Adaptive Comparative Judgement and the CDIO Framework

Authors

  • Tomás Hyland University of Limerick
  • Seamus Gordon University of Limerick
  • Donal Canty University of Limerick
  • Jeffrey Buckley KTH Royal Institute of Technology
  • Niall Seery Athlone Institute of Technology and KTH Royal Institute of Technology

Abstract

One of the leading frameworks in engineering education specifically associated with design based competencies is the CDIO framework. This has been incorporated internationally into many institutions offering engineering education courses. Characterized by four unique stages, the CDIO framework affords an ideal scenario to incorporate a continuous assessment model. This paper presents a proposed synthesis between CDIO and Adaptive Comparative Judgement (ACJ). In particular, the opportunity to provide feedback through the ACJ system is theorized to have potentially positive educational effects. As part of a larger study, this approach is in the process of being refined prior to implementation as a pilot study for feasibility which will ultimately be succeeded by large-scale implementation to determine any potentially positive effect sizes.


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Issue

Vol. 82 No. 2 (2018): Spring

Section

Feature Articles

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