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Pre-Service STEM Educators’ Perceptions of the Design Activities to Inform Educational Practice (Research to Practice)

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

24.994.1 - 24.994.13



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Paper Authors

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Michael Crehan University of Limerick

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Niall Seery University of Limerick Orcid 16x16

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Donal Canty University of Limerick


Diarmaid Lane University of Limerick

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Diarmaid is a Lecturer in Technology Teacher Education at the University of Limerick. His research interests are in the areas of freehand sketching, cognition and spatial visualization. He is currently Director of Membership of the Engineering Design Graphics Division (EDGD).

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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.

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

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