Doris B. Chin, Kristen P. Blair, Rachel C. Wolf, Luke D. Conlin, Maria Cutumisu, Jay Pfaffman & Daniel L. Schwartz (2019) Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning, Journal of the Learning Sciences, 28:3, 337-380, 
http://doi.org/10.1080/10508406.2019.1570933

University of California, Berkeley

This article provides a look at both how design-thinking behaviors may be taught and encouraged in students and potentially provides a look into the Matthew Effect in education/achievement gap. It does this by providing students with choice-based assessments (CBA) which are meant to test how students address challenges through learning without being given guidance. Students must know how to deal with said challenge but be able and willing to use higher-thinking strategies without prompting. In order for this to occur, the study instilled design-thinking strategies meant for students to be able to think critically about problems and solve them on their own.

Educating and Measuring Choice: Design Thinking- Summary

Educating and Measuring Choice: Design Thinking- Citation Reference

The idea of design thinking is meant to instill skills involving problem comprehension, brainstorming, planning, testing, and evaluation. It is structured to educate students about methods that can be used in future careers, rather than simply being used in class. The article discusses not only the concept of design-thinking strategies but later on will note that, if instilled in low-achieving students, they can potentially show results that nearly match those of high-achieving students, as seen in the choice-based assessments that test design-thinking strategies.

Educating and Measuring Choice: Design Thinking- A Learning Strategy

The research paper discussed in the following nodes explores the effect that seeking out critical feedback can have on a student's performance, memory, and learning. It discusses past research regarding feedback which has had mixed results when it comes to proving the effect it can have on a student. What is also mentioned is the idea that previous research on feedback focused on students being given feedback rather than deliberately choosing to hear it. This paper seeks to remedy that lack of research through two studies, in which students seek out feedback from a virtual poster-designing task, the same one described in the paper linked to this one: "Educating and Measuring Choice". Both studies show a positive effect of critical feedback on students. 

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