When ID students lack prior experience with a design activity, they tend to follow guidelines and make judgments without reflection, especially in formative evaluation¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students who lack prior experience to base reflection on cannot employ reflection in their design judgments and tend to follow guidelines. → Muruvvet Demiral-Uzan 2024
q2 i? This pattern appeared most consistently when students planned or conducted formative evaluation. → Muruvvet Demiral-Uzan 2024
Evidence¶
Muruvvet Demiral-Uzan 2024¶
Muruvvet Demiral-Uzan, Elizabeth Boling. (2024). Instructional design students’ design judgment development. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10361-1
q2 · i? · qualitative · r2
Case analysis of Britney's semester design project, based on interviews and design documents coded for reflection. The article determined she "could not employ reflection because she did not have any prior experience to base the reflection on" during formative evaluation. Similar patterns are reported for Jian, Aaron, Megan, and Jennifer.
"However, it was determined that when she was making judgments during her formative evaluation, she could not employ reflection because she did not have any prior experience to base the reflection on."
Discussion¶
Related Claims¶
- The development of ID students' design judgment over a semester is both perceptible and personal — related
- Instructional design students make multiple design judgments concurrently and constantly, with different judgment types clustered within single design moments — related
- Prior Knowledge Needed For Accurate Self Assessment — related
- ID students' reflective design judgment fluctuates across the design process and often increases as the design progresses, moving from unreflective to reflective judgments — related
- Self Assessment Accuracy Is Low Without Training — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-prior-experience-follow-guidelines-no-reflection |
title |
When ID students lack prior experience with a design activity, they tend to follow guidelines and make judgments without reflection, especially in formative evaluation |
description |
When ID students lack prior experience with a design activity, they tend to follow guidelines and make judgments without reflection, especially in formative evaluation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — muruvvet-demiral-uzan-2024 |
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