Assessing d.learning: Capturing the Journey of Becoming a Design Thinker

Shelley Goldman (), Maureen P. Carroll, Zandile Kabayadondo, Leticia Britos Cavagnaro, Adam W. Royalty, Bernard Roth, Bernard Roth, Swee Hong Kwek and Jain Kim
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Shelley Goldman: Stanford University School of Education
Maureen P. Carroll: Stanford University School of Education
Zandile Kabayadondo: Stanford University School of Education
Leticia Britos Cavagnaro: Stanford University Technology Ventures Program
Adam W. Royalty: Stanford University Hasso Plattner Institute of Design
Bernard Roth: Stanford University School of Engineering
Bernard Roth: Stanford University School of Engineering
Swee Hong Kwek: Stanford University School of Education
Jain Kim: Stanford University School of Education

A chapter in Design Thinking Research, 2012, pp 13-33 from Springer

Abstract: Abstract The research explored the relationship of learning design thinking and assessing that progress. It addressed the questions: How can we understand what is learned in design thinking classes, and how assessments might contribute to that process in authentic ways? The study followed a reciprocal research and design methodology where basic research and the design of assessment solutions were ongoing, reciprocal, and related to each other in organic ways. We learned that the learning of design thinking dispositions and mindsets is an emergent journey—with various levels of sophistication, transformation, application, and integration. We introduce the concept of mindshifts to represent the developing and nascent epistemological viewpoints and instincts that are strengthened while becoming a design thinker. We review designs for tools that were based on the concept of mindshifts that include reflective and performance assessments and an assessment dashboard.

Keywords: Assessment Task; Design Thinking; Design Learning; Classroom Learning Environment; 21st Century Skill (search for similar items in EconPapers)
Date: 2012
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Persistent link: https://EconPapers.repec.org/RePEc:spr:undchp:978-3-642-31991-4_2

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DOI: 10.1007/978-3-642-31991-4_2

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