Difference between revisions of "Multiple Right Ways"
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Allow | Allow different solutions or different paths to good solutions to be correct. If some solutions or paths are better than others, make criteria that lead to higher scores transparent.<ref name="Bergin2015"/>. | ||
==Context== | ==Context== | ||
Revision as of 13:09, 12 September 2016
| Multiple Right Ways | |
| Contributors | |
|---|---|
| Last modification | September 12, 2016 |
| Source | Bergin et al. (2015)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Allow different solutions or different paths to good solutions to be correct. If some solutions or paths are better than others, make criteria that lead to higher scores transparent.[1].
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 Bergin, J., Kohls, C., Köppe, C., Mor, Y., Portier, M., Schümmer, T., Warburton, S. (2015). Assessment-Driven Course Design - Fair Play Patterns. In Proceedings of the 22nd Conference on Pattern Languages of Programs, PLoP 2015. New York:ACM