Emily Yoshikawa's research while affiliated with Purdue University and other places

Publications (12)

Article
Full-text available
While design-based pedagogies have increasingly been emphasized, the assessment of design projects remains difficult due to the large number of potentially “correct” solutions. Adaptive comparative judgment (ACJ), an approach based on assessors/judges working through a series of paired comparisons and selecting the better of two items, has demonstr...
Conference Paper
Full-text available
Adaptive comparative judgment (ACJ) has proven to be a valid, reliable, and feasible method for assessing student performance in open-ended design scenarios. In addition to the use of ACJ for purely assessment and evaluation, research has demonstrated an opportunity to identify the design values of judges involved with the ACJ process and feed that...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
This project details the results from first-year undergraduate engineering students, engineering instructors, and industry professionals collaborating to assess student design projects. Each group (students, instructors, and industry professionals) used adaptive comparative judgment to rank the final projects from a first-year engineering course de...
Conference Paper
Full-text available
This study investigated student capabilities in recognizing and predicting the relative quality of their own work and the work of their peers after participating in the Adaptive Comparative Judgment (ACJ) assessment process. Students participating in this study estimated their own ACJ-ranking for their design project in conjunction with ACJ exercis...
Conference Paper
Full-text available
As technological advances connect countries from across the world, preparing students to contribute to an internationally connected society is paramount. An understanding of the various cultures, traditions, values, and educational practices is necessary for a more-fully integrated and preparatory curriculum. Specifically, we contend that in the ar...
Article
The teaching of computing is becoming an essential addition to twenty-first-century learning. An important part of this new addition is the teaching of computing in earlier grades, starting as early as kindergarten in some countries. Yet, there is little research that reports on computing practices in earlier grades. The purpose of this study was t...
Article
Full-text available
Innovation capacity continues to be a national concern as U.S. competitiveness and prosperity in a global economy depends on developing and maintaining competitive industries and a strong innovation-capable workforce (National Academy of Engineering, 2015; National Academy of Engineering, 2017; The White House, 2016; OECD, 2007). Innovation, consid...
Article
Full-text available
While research into the effectiveness of open-ended problems has made strides in recent years, less has been done around the assessment of these problems. The large number of potentially-correct answers makes this assessment difficult. Adaptive Comparative Judgment (ACJ), an approach based on assessors/judges working through a series of paired comp...
Working Paper
Full-text available
The teaching of computing is becoming an essential addition to 21st-century learning. An important part of this new addition is the teaching of computing in earlier grades, starting as early as kindergarten in some countries. Yet, there is little research that reports on computing practices in earlier grades. The purpose of this study was to paint...
Article
Full-text available
Scientific discoveries are a driver for advancing our technological world (ITEA/ITEEA; 2000/2002/2007). As more knowledge is acquired through scientific inquiry, people can better design and develop technological inventions and innovations (Knowles, Kelley, & Hurd, 2016). In turn, these novel technologies can aid in making new scientific discoverie...

Citations

... Adaptive Comparative Judgement (ACJ) is an online assessment tool that has been used for some years, principally as a formative tool for learners (e.g. Bartholomew et al., 2018;2019). This presentation reports on a study of the new ACJ Steady State tool from the same stable. ...
... Importantly, this act of engaging in peer review and feedback can become more than simply an evaluation and scoring process -this act can become a learning experience for the reviewer which has the potential to positively improve students' abilities by shaping their thinking during the act of reviewing (Bartholomew, Mentzer, et al., 2019;Czaja, & Cummings, 2010). As students engage formatively in peer review and feedback to/from their classmates and compare peer work, significant improvement has been found over other students without the same opportunities (Bartholomew, Mentzer, et al., 2019;Bartholomew, Strimel, & Yoshikawa, 2018;Seery & Canty, 2017). Studies have shown that as students participate in peer review and feedback processes, they: ...
... Digital education has gained in relevance in the past decades, 'because of the progressive digitalization in schools, training, work as well as in coping with everyday challenges in a world, which is characterized by digital transformation' (Senkbeil et al., 2019, p. 81; see also Ferrari, 2013;Brandhofer et al., 2019). Introducing digital competence in K-12 education has therefore become an important objective and various attempts have been made in introducing digital competence or related components into curricula (Rich et al., 2019). The concept of computational thinking (CT) has thereby become a common conceptual basis (for an overview see Grover & Pea, 2013, p. 40 f.). ...
... Conference Proceedings June 2022 To date, the use of ACJ in technology education research has been exclusive to individual case studies or experimental research where ACJ would be compared with a more traditional educational practice. Two recent systematised reviews provide an overview of the majority of these studies (Bartholomew & Jones, 2021;Bartholomew & Yoshikawa-Ruesch, 2018) although there have been others which were outside of the inclusion criteria of these reviews, such as the work of Hartell and Skogh (2015). The reason for ACJ research being exclusively used to date in single ranks is that the ranks are relative and not immediately or directly comparable. ...
... Children, who are naturally observant and inclined to questions and exploration, can be the leaders in this effort through engineering/technology education activities that promote design thinking. As children continue to grow and learn, they have the opportunity to take their observations, their questions, and their experiences and to apply these to solve problems and extend human-capabilities (Yoshikawa, Strimel, & Bartholomew, 2017). These traits do not disappear as children leave school each day-children are always observing and exercising curiosity about the world around them. ...
... ACJ is premised on the comparison of items of work and using software, like RM Compare [7], is driven by an algorithm that intentionally and adaptively pairs two items or portfolios to refine statistics and accelerate achieving a reliable rank order of group performance [1], [2], [4], [5], [8]. The pairs of portfolios generated by the algorithm are presented to several judges who compare the work based on specific criteria or on their own perception of professional constructs such as innovation, creativity, quality of design, etc. ...
... With this inclusion of innovation in society, students should be provided educational opportunities to develop innovation skills or practices that can better prepare them for the professional world as well as for making both societal and personal impact. Attempts to incorporate innovation education have been attempted in the past (Bartholomew, Strimel, Swift, and Yoshikawa, 2018;Strimel, Kim, and Bosman, 2019), with outcomes spanning from developing social responsibility within students (Thorsteinsson, 2014), to supplying students with skills to bring innovative behavior into their future careers (Maritz, de Waal, Buse, Herstatt, Lassen, & Maclachlan, 2014). ...