Traditional efforts around improving assessment often center on the teacher as the evaluator of work rather than the students. These assessment efforts typically focus on measuring learning rather than stimulating, promoting, or producing learning in students. This paper summarizes a study of a large sample of undergraduate students (n = 550) in an entry-level design-thinking course who engaged with Adaptive Comparative Judgment (ACJ), a form of assessment, as a learning mechanism. Following random assignment into control and treatment sections, students engaged in identical activities with the exception of a 20-minute intervention we call learning by evaluating (LbE). Prior to engaging in a Point Of View (POV) creation activity, treatment group students engaged in LbE by viewing pairs of previously-collected POV statements through ACJ; in each case they viewed two POV statements side-by-side and selected the POV statement they believed was better. Following this experience, students created their own POV statements and then the final POV statements, from both the control and treatment students, were collected and evaluated by instructors using ACJ. In addition, qualitative data consisting of student comments, collected during ACJ comparisons, were coded by the researchers to further explore the potential for the students to use class knowledge while engaging in the LbE review of peer work. Both the quantitative and qualitative data sets were analyzed to investigate the impact of the LbE activity. Consistent with other ACJ research findings, significant positive learning gains were found for students who engaged in the intervention. Researchers also noted that these findings did not indicate the actual quality of the assignments, meaning the while students who engaged in the LbE intervention were better than their peers, they were not necessarily “good” at the assignment themselves. Discussion of these findings and areas for further inquiry are presented.

围绕提高评估水平的传统工作通常以教师为工作评估者而不是学生为中心。这些评估工作通常侧重于衡量学习，而不是刺激，促进或促进学生的学习。本文总结了对入门设计思维课程中大量本科生（n = 550）的研究，他们将自适应比较判断（ACJ）作为一种评估形式，作为一种学习机制。随机分配到控制和治疗部分后，学生从事相同的活动，除了20分钟的干预，我们称其为评估学习（LbE）。在参加观点（POV）创建活动之前，治疗组学生通过ACJ查看成对的先前收集的POV陈述来从事LbE。在每种情况下，他们并排查看两个POV语句，并选择他们认为更好的POV语句。根据这一经验，学生创建了自己的POV语句，然后使用ACJ从控制和治疗学生那里收集并评估了最终的POV语句。此外，研究人员对ACJ比较期间收集的包括学生评论的定性数据进行了编码，以进一步探索学生在参加LbE对同伴工作的评论时利用课堂知识的潜力。定量和定性数据集都进行了分析，以调查LbE活性的影响。与ACJ的其他研究结果一致，参与干预的学生也获得了积极的学习成果。研究人员还指出，这些发现并不能说明作业的实际质量，这意味着虽然参加LbE干预的学生比同伴要好，但他们本身不一定“擅长”作业。讨论了这些发现和需要进一步研究的领域。