Performance task assessment supported by the design thinking process:
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Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier Ltd
Abstract
Providing students with a responsive classroom and relevant learning activities are vital in developing among them the 21st century skills and competences. Because schools are viewed as a compulsory place to hone these, undergraduate students must be provided with tasks and assessment that equip them with skills to facilitate a 21st century classroom. This posttest-only true experimental research study was conducted to analyze the performance of the respondents in a performance task assessment as supported by the principles of the design thinking process. Particularly, it examined and compared the performances of the experimental group and the control group in demonstration teaching. The results showed that the experimental group posted remarkably higher mean scores in the performance task and they significantly outperformed the control group. The study concluded that the implementation of the design thinking process can facilitate teachers in creating a creative, interactive, engaging and learner-centered classroom. © 2021 The Authors
Description
Full text.
Keywords
Performance assessment, Design Thinking, Education, 21st century skills, Student-centered learning
Citation
Albay, E. M., & Eisma, D. V. (2021). Performance task assessment supported by the design thinking process: Results from a true experimental research. Social Sciences and Humanities Open, 3(1),