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To fully validate your idea, testing is crucial. Soliciting user feedback, even the negative kind, is essential in the testing phase of the design thinking process. It’s equally important to maintain a prototype mindset during testing to avoid becoming too attached to the idea. The prototype should be easy to develop and cost-effective, with the understanding that changes will be made along the way, ultimately improving the product.

To address my wicked problem of standardized testing, I propose an adaptive test. To test this idea, educators and test creators must collaborate to identify areas of improvement within the existing tests. A survey could be conducted to pinpoint specific areas. Then, educators can work with the test creators to implement changes. Educators can play the role of student users, test the new exam, and provide feedback on any last-minute changes. Students can then take the exam and complete a survey to provide additional feedback. The data gathered can help improve the adaptive component before piloting it with an entire district.

The design thinking process has now progressed to the prototype stage. This step allows creators to put their ideas into action and create something tangible that can be used or tested. However, the prototype must be developed with certain constraints in mind. It should be cost-effective, quickly created, and the creator must not become too attached to it. The prototype is an evolving process, and the creator needs to have a clear vision of the end goal while understanding that changes will occur throughout the development process.

To create a prototype for my wicked problem, I utilized Canva to develop a storyboard. My goal was to create something that would help me stay focused on my vision while also leaving room for growth, adaptation, and revision. My prototype is based on the collaboration between standardized test creators and educators to develop an exam that incorporates teacher input. Educators want adaptive testing and more practice problems to help students feel confident and succeed in their work. Additionally, I propose implementing a system that allows educators to receive their data within 24 hours and for students to see their data immediately. By finding common ground, we can potentially reduce the stress associated with standardized testing for everyone involved.

Generating ideas is a critical step in the design thinking process. There are numerous strategies available to facilitate ideation, including group brainstorming and individual ideation. It is important to remember that the sky is the limit when generating ideas. The more imaginative and unconventional the ideas, the more creative the solution could potentially be. Do not be afraid to think outside the box!

To generate ideas for my wicked problem, I utilized Ideaflip, a brainstorming tool, and employed the “wishing” technique to approach the problem from various perspectives. By empathizing with the perspectives of parents, students, teachers, and test creators, I was able to generate a diverse array of ideas. This approach allowed me to be open-minded and consider what I would want if I were in their situation.

In the Design Thinking process, defining ideas is crucial to success. This involves considering what you hope to achieve, who will be involved, and how your ideas might impact others. It is essential to think about customer and user experiences in order to gain a deeper understanding of what needs to be accomplished.

To better understand this stage of the process, I explored the concept of personas and their importance in developing ideas for my wicked problem. As a reminder, my wicked problem involves creating a solution to standardized testing that involves collaboration between teachers and test creators to develop an exam that meets the needs of all learners.

Using SEMRUSH Persona, I created three personas to represent different perspectives on my wicked problem. The first persona was a teacher, whom I depicted as an upbeat educator with firsthand experience of the impact of standardized testing on students, families, and colleagues. The second persona was a parent, representing the concerns and worries of families regarding the impact of standardized testing on their child’s education. Finally, my third persona was a test creator, giving me insight into the perspective of someone responsible for balancing the financial and empathetic sides of testing.

Creating these personas allowed me to gain a deeper understanding of the varying perspectives on standardized testing and develop new approaches to solving the wicked problem. By considering the needs and viewpoints of all involved parties, I was better equipped to develop ideas that would be effective and impactful.

Empathy is a crucial characteristic that enables people to perceive things from a different viewpoint, fostering connections with others.

As part of my work in UNC-Chapel Hill’s MEITE program, I have been tackling a “wicked problem.” A wicked problem is one that does not have a single correct answer but rather has many potential solutions. For my wicked problem, I chose to investigate ways to reconcile standardized testing with teacher evaluations. I picked this wicked problem because standardized testing has significant impacts on teachers, students, and school districts. It is essential to discover a common ground that can lead to success for all stakeholders.

As part of an assignment, I created an Empathy Map that considers the perspectives of everyone involved in the wicked problem. To guide my work, I utilized TUZZit as the framework for the Empathy Map. This tool was helpful, easy to use, and helped me begin to think more in depth with my wicked problem. This tool was user-friendly, helped me delve more deeply into my wicked problem, and enabled me to begin considering the viewpoints of test creators, teachers, parents, and students regarding standardized testing.