Formative Feedback For Improved Student Performance Through Adaptive Comparative Judgment

Understanding the best practices of providing, receiving, and improving the formative feedback process in design is critical to improving student creative graphics education. Situated in a university-level computer graphics course this research studied the impacts on student performance of students engaged in adaptive comparative judgment (ACJ), as a formative learning and assessment tool, during several open-ended design problems. Students participated in ACJ, acting as judges of peer work and providing and receiving feedback to, and from, their peers. This paper will examine the relationships between using ACJ and student achievement and will specifically visit the implications of situating ACJ in the midst of an open-ended graphic design project. Further, this paper will explore the potential of using ACJ as a formative assessment and feedback tool.