Inspire Learning - Designing Evaluation Tools Conducive to Learning and Motivation
Authors
Andersen, Kristian Sletting ; Sieker, Tobias Grønborg ; Trolle, Trine Kaasing
Term
4. term
Education
Publication year
2016
Submitted on
2016-06-02
Pages
205
Abstract
Denne opgave beskriver, hvordan vi designede evalueringsværktøjer til læringsplatforme i de danske folkeskoler. Målet var at skabe værktøjer, der motiverer eleverne, er alderssvarende og passer til lærernes værdier og nuværende praksis for evaluering. For at forstå lærernes behov blev der gennemført kontekstuelle interviews i deres hverdag. Det mundede ud i et affinitetsdiagram med 23 nøgletemaer (en metode til at samle indsigter i temaer) og en identitetsmodel med fire kategorier (en model, der grupperer behov i fire kategorier). Disse modeller blev kombineret med psykologisk teori om motivation, evaluering og læring og dannede grundlaget for den videre designproces. Med udgangspunkt i forskellige designmetoder blev 33 indledende idéer reduceret til tre design, der alle fokuserede på at visualisere faglig progression og/eller indsats for elever på mellemtrinnet. På baggrund af disse blev der udviklet interaktive high-fidelity-prototyper (klikbare, gennemarbejdede udkast), som lærere vurderede i speed-dating-workshops (korte, hurtige feedbackrunder). Lærerne vurderede, at designene – særligt når de bruges sammen – kan skabe værdi i undervisningen med mindre justeringer, for eksempel mere lærer kontrol og tilpasninger af det visuelle udtryk. Designene bør ses som et fundament, som fremtidige evalueringsværktøjer på læringsplatforme kan bygges videre på.
This thesis describes how we designed assessment tools for learning platforms used in Danish public schools. The aim was to create tools that motivate students, are age-appropriate, and align with teachers’ values and existing assessment practices. To understand teacher needs, we conducted contextual interviews in their everyday work. This led to an affinity diagram with 23 key topics (a way to group insights into themes) and an identity model with four categories (a model that groups needs into four categories). Combined with psychological theory on motivation, assessment, and learning, these insights formed the foundation for the design process. Using different design methods, 33 initial ideas were narrowed to three designs that visualize academic progress and/or effort for middle-years pupils. Based on these, we built interactive high-fidelity prototypes (clickable, polished mock-ups) and had teachers evaluate them in speed-dating workshops (short, rapid feedback rounds). Teachers found that the designs—especially when used together—could add value in classrooms with small adjustments, such as more teacher control and tweaks to the visual design. The designs should be seen as groundwork for future assessment tools on learning platforms.
[This abstract was generated with the help of AI]
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