Crehan, M., & Seery, N., & Canty, D., & Lane, D. (2014, June), Pre-Service STEM Educators’ Perceptions of the Design Activities to Inform Educational Practice (Research to Practice)  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22927

\bibitem{asee_peer_22927}
  Crehan, M., \& Seery, N., \& Canty, D., \& Lane, D. (2014, June), \emph{Pre-Service STEM Educators’ Perceptions of the Design Activities to Inform Educational Practice (Research to Practice)}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22927

Michael Crehan, Niall Seery, Donal Canty, and Diarmaid Lane.  "Pre-Service STEM Educators’ Perceptions of the Design Activities to Inform Educational Practice (Research to Practice)".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22927 Internet.  23 Apr, 2024

\bibitem{asee_peer_22927}
  Michael Crehan, Niall Seery, Donal Canty, and Diarmaid Lane.
  "Pre-Service STEM Educators’ Perceptions of the Design Activities to Inform Educational Practice (Research to Practice)".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22927 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_22927
author = "Michael Crehan, Niall Seery, Donal Canty, and Diarmaid Lane"
title = "Pre-Service STEM Educators’ Perceptions of the Design Activities to Inform Educational Practice (Research to Practice)"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22927}
number = {10.18260/1-2--22927}
}

TY  - CPAPER
AB  -  Investigating the impact of electronic portfolio Interface design on judges                              search heuristicsAbstractModern STEM curricula strive to develop 21st century skills such as problem solving andeffective communication with focus on assessment for learning practices. The role of theportfolio in capturing student learning has changed with greater integration of electronicportfolio (eportfolio) infrastructures into STEM classrooms. Eportfolio platforms providestudents with a multi-media medium to collect, reflect, manage and present evidence of theirlearning for assessment (Barrett, 2005).International research has investigated the role of Adaptive Comparative Judgments (ACJ) asa valid and reliable method of assessing student eportfolios. While the research recognizedthe potential impact of interface design on the assessor it was beyond the scope of theresearch to investigate this further. This study aims to investigate the behavioural traitsexhibited by assessors when engaged in the assessment of holistic eportfolios.An exploratory study devised to investigating the impact of interface design on judges(assessors) ability to effectively elicit evidence of student learning through a design basedengineering task was run. Participants (N.12) volunteered to participate in the study. Eachjudge was asked perform a number of judgements on dynamic design based portfolios usingthe ACJ software. Their interactions with the eportfolios were captured using screencapturing software, while speak-aloud protocols were used to qualify what the judges werevaluing.Post-study analysis of the interaction data allowed for the judges behaviours to be quantifiedand coded in terms of the evidence which they explored. The results presented highlightsignificant patterns in judges’ behaviours as they explored the student portfolios, searchingfor evidence of learning on which to base their assessments. The nature of the resultshighlights the need to facilitate assessor in effectively seeking evidence of higher-ordercognitive processes while having significant implications for future interface designs.
AU  - Michael Crehan
AU  - Niall Seery
AU  - Donal Canty
AU  - Diarmaid Lane
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Pre-Service STEM Educators’ Perceptions of the Design Activities to Inform Educational Practice (Research to Practice)
UR  - https://peer.asee.org/22927
DO  - 10.18260/1-2--22927
ER  -