Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2011 · 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? Participatory design reduced co-designers' perceived-desired discrepancy in class 4 but had negative or absent effects for non-co-designing classmates. → Karin D. Könings 2010
Evidence¶
Karin D. Könings 2010¶
Karin D. Könings, Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer. (2010). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science (2011) 39:737–762. https://doi.org/10.1007/s11251-010-9152-3
q2 · i? · causal · r2
Per-class ANOVA results on perceived-desired discrepancy scores: positive for co-designers in class 4, but the rest of the class showed larger increases (classes 1 and 6) or smaller decreases (class 2) than controls. In class 5 both student groups' discrepancy increased more than controls. No effect size printed in this summary; impact null.
"Perceived-desired discrepancies decreased more for the co-designers than for the control group (class 4), but for the rest of the class the perceived-desired discrepancy increased more (classes 1 and 6) or decreased less (class 2) than for the controls."
Discussion¶
Related Claims¶
- Co-designers' perceptions improved in some classes but unexpectedly decreased more than controls in others
- Teachers who held participatory design meetings reported changes in educational practice far more frequently than control teachers
- Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class — reports the opposite
- Perceived discrepancy between actual teaching performance and goals motivates teachers to change their teaching — related
- Participatory redesign produced significantly more positive perception effects on instruction aspects relevant to the formulated improvements than on irrelevant ones — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pd-discrepancy-negative-for-rest-of-class |
title |
Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class |
description |
Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — karin-d-könings-2010 |
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