{"id":2885,"date":"2011-09-23T11:52:55","date_gmt":"2011-09-23T10:52:55","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/elearning\/?p=922"},"modified":"2011-09-23T11:52:55","modified_gmt":"2011-09-23T10:52:55","slug":"assessing-creativity-and-high-order-thinking-skills-with-high-reliability","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/09\/23\/assessing-creativity-and-high-order-thinking-skills-with-high-reliability\/","title":{"rendered":"Assessing Creativity and High Order Thinking Skills with High Reliability"},"content":{"rendered":"<p><a href=\"https:\/\/blog.lboro.ac.uk\/elearning\/wp-content\/uploads\/2011\/09\/ACJ_talk_lboro.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-923\" style=\"margin: 5px\" title=\"Screenshot from TAG Developments ACJ system\" src=\"https:\/\/blog.lboro.ac.uk\/elearning\/wp-content\/uploads\/2011\/09\/ACJ_talk_lboro-300x165.jpg\" alt=\"Screenshot from TAG Developments ACJ system\" width=\"300\" height=\"165\" \/><\/a><\/p>\n<p>Traditional marking of students\u2019 work struggles to assess creativity and high-order thinking skills reliably. A recent technological innovation, called Adaptive Comparative Judgement (ACJ), potentially offers a solution to this.<\/p>\n<p>ACJ is based not on atomistic mark schemes but on holistic expert judgements of pairs of students\u2019 work. The outcomes of many such pairings are used to construct a rank order of students.<\/p>\n<p>Previous studies using ACJ\u00a0 have shown the final rank orders to have a high reliability (typically &gt;.95) and to correlate strongly with other measures of student achievement.<\/p>\n<p>On Wednesday 28th Sept, <a title=\"Ian Jones Profile\" href=\"http:\/\/www-staff.lboro.ac.uk\/~maij\/\" target=\"_blank\">Dr Ian Jones <\/a>from the <a title=\"Mathematics Education Centre\" href=\"http:\/\/mec.lboro.ac.uk\/\" target=\"_blank\">Mathematics Education Centre <\/a>here, and Matt Wingfield from <a title=\"TAG Developments\" href=\"http:\/\/www.tagdevelopments.com\/\" target=\"_blank\">TAG Developments<\/a>, will be giving a presentation on ACJ in the Library. E-mail me if you&#8217;d like to attend: c.f.g.shields [at] lboro.ac.uk .<\/p>\n<p><em><strong>Addendum:<\/strong><\/em> the session was captured using the ReVIEW (Echo 360) lecture capture system and can be viewed at <strong><a title=\"Presentation by Dr Ian Jones and Matt Wingfield on ACJ\" href=\"http:\/\/tinyurl.com\/lboroACJpresentation\" target=\"_blank\">http:\/\/tinyurl.com\/lboroACJpresentation<\/a> .<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Traditional marking of students\u2019 work struggles to assess creativity and high-order thinking skills reliably. A recent technological innovation, called Adaptive Comparative Judgement (ACJ), potentially offers a solution to this. ACJ is based not on atomistic mark schemes but on holistic expert judgements of pairs of students\u2019 work. The outcomes of many such pairings are used<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/09\/23\/assessing-creativity-and-high-order-thinking-skills-with-high-reliability\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[95],"tags":[],"class_list":["post-2885","post","type-post","status-publish","format-standard","hentry","category-pedagogic"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=2885"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2885\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=2885"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=2885"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=2885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}