Potential Abstract:
Abstract: This research article examines the potential implications of combining adaptive grading systems with blockchain technology through a Deweyan lens in the field of education. Traditional grading practices often present limitations in effectively assessing student learning progress and providing timely feedback. By integrating adaptive algorithms that adjust grading criteria based on individual student needs with the transparent and secure nature of blockchain technology, educators can potentially enhance the assessment process and promote a more student-centered approach to learning. Drawing on Dewey’s philosophy of experiential learning and reflection, this study explores how the principles of adaptivity and decentralization in grading practices can align with Deweyan pedagogical ideals. Through a qualitative analysis of pilot implementations in educational settings, this article highlights the benefits and challenges of utilizing adaptive grading systems with blockchain technology in fostering personalized learning experiences for students. The findings suggest that this innovative approach has the potential to enhance student engagement, motivation, and academic achievement while also promoting a culture of continuous improvement and transparency in assessment practices. This study contributes to the ongoing discourse on leveraging technology to improve educational outcomes and offers practical insights for educators and policymakers seeking to enhance assessment practices in the digital age.
Potential References:
- Chain of thought: Exploring blockchain through the lens of philosophy
- Socio-Technical Futures: A Blockchain Technology Assessment
- Higher education’s microcredentialing craze: A postdigital-Deweyan critique
- Personalized and adaptive learning: educational practice and technological impact
- The philosophical bases of institutionalist economics
