Professor John Eggleston Memorial Lecture : assessing design innovation : the famous five and the terrible two

Professor John Eggleston Memorial Lecture : assessing design innovation : the famous five and the terrible tw

The unpickled portfolio: pioneering performance assessment in design and technology

This paper focuses on the initial and subsequent developments of a research instrument to assess performance in design and technology activities. The initial development took place as part of the APU (1) D&T project and the paper outlines the rationale behind the development of the original research instrument and discusses certain performance issues that the use of the original instrument raised. It briefly describes four subsequent projects that have developed the methodology further, as a way of illustrating its value as a research tool and also to identify its potential for learners, teachers and assessors

Technology education in South Africa: an evaluation of the impact of an experimental high school curriculum with particular reference to teacher pedagogy and student group work

This paper focuses on the impact of the Technology Education Project in the North West Province of South Africa (NWPTEP) which has aimed to introduce technology education into a group of the Province's high schools, in grades 10 - 12. It reports on an evaluation study carried out in the final stages of the project, looking particularly at the impact of introducing an active, learner centred, problem solving pedagogy into the schools and within this at the effect of using group work in the teaching and learning situation. The paper presents findings derived from the assessment of a pupil technological activity, an evaluation questionnaire and a set of structured interviews with those involved in the project

APU: Design and Technology - Preliminary findings from the survey data

At the DATER 88 Conference, I described the development of the APU programme in Design and Technology. This involved the creation of the assessment framework, the evolution of the assessment instruments, the operation of the pilot survey, the preparations for the major survey in November 1988 and the strategies we were developing for marking and analysing the responses of pupils. I can now report that the main survey ran smoothly and involved something in excess of 10,000 15 year old pupils in approximately 700 schools in England, Wales and Northern Ireland. Moreover, the work has now been marked by a team of 88 markers based in four regional centres, and their work has all been cross checked and standardised for analysis purposes. From July 1989 we were able to start building the biggest performance data-base in Design and Technology anywhere in the world and during August we were at last able to start interrogating it. Our overriding concern is that by the time we submit out formal report of the project in August 1990, we should have a much clearer picture of capability in Design and Technology and about the influences that fashion this capability in young people. As a first step in this direction, my presentation this year to DATER 89 is not intended to be a description of our work so much as an analysis of the principal issues with which we have been grappling in terms of test development and response assessment and with which we are about to begin grappling in terms of data analysis