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While research into the effectiveness of open-ended problems has made strides in recent years, less has been done around the assessment of these problems. The large number of potentially-correct answers makes this assessment difficult. Adaptive Comparative Judgment (ACJ), an approach based on assessors/judges working through a series of paired comparisons and selecting the better of two items, has demonstrated high levels of reliability and effectiveness with these problems. Research into using ACJ, both formative and summative, has been conducted at all grade levels within K-16 education (ages 5-18), with a myriad of findings. This paper outlines a systematic review process used to identify articles and synthesizes the findings from the included research around ACJ in K-16 education settings. The intent of this systematic review is to inform decision-makers weighing the potential for ACJ integration in educational settings with researched-based findings around ACJ in K-16 educational settings. Further, this review will also uncover potential areas for future researchers to investigate further into ACJ and its' implications in educational settings.

Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning.In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2-3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.

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