Most assessment methods for dispositions were suggestions rather than implemented practices, and some designers had no assessment ideas¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only a few participants actually incorporated assessment of dispositions into their designs; most mentioned methods were merely suggestions. → Jafar Tavakoli 2025 q2 i? Some participants had no idea how they were assessing dispositions in their designs. → Jafar Tavakoli 2025 (2)

Evidence¶

Jafar Tavakoli 2025¶

Jafar Tavakoli, Marisa Exter, Ankita Kotangale. (2025). Integrating dispositions in instructional design: an exploratory study in higher education. Instructional Science. https://doi.org/10.1007/s11251-025-09762-3

q2 · i? · qualitative · r3

Discussion of RQ3 findings: participants mentioned authentic assessment, peer and self-assessment, self-reflection, role play, and scenario-based inputs, but "most of these were merely suggestions" with only a few actually incorporated.

"However, most of these were merely suggestions; only a few participants mentioned actually incorporating the assessment of dispositions into their designs."

Jafar Tavakoli 2025 (2)¶

Jafar Tavakoli, Marisa Exter, Ankita Kotangale. (2025). Integrating dispositions in instructional design: an exploratory study in higher education. Instructional Science. https://doi.org/10.1007/s11251-025-09762-3

q2 · i? · qualitative · r3

Findings on assessment methods (RQ3): three of the six interviewed instructional designers "came up with no idea on how they are assessing dispositions in their design".

"Ava, Ethan, and Lucas came up with no idea on how they are assessing dispositions in their design."

Discussion¶

Related Claims¶

• When all of a teacher's students had access to Equatio, teachers leveraged it in more robust workflows such as assessments, digital submissions, and timely feedback — related
• Higher education instructional designers recognize dispositions as important learning goals in their course designs — related
• Stakeholder and faculty buy-in, time constraints, and lack of measurable definitions are the main challenges to integrating and assessing dispositions — related
• Instructional designers employ teaching activities such as self-reflection, authentic learning, and collaborative work to foster dispositions, but application is inconsistent — a broader claim this one bears on