McLaren, Susan V. and Stables, Kay and Bain, Jenny (2007) Exploring creativity and progression in transition through assessment is for learning. In: International Conference on Design and Technology Educational Research, 2007-06-21 - 2007-06-25.
strathprints003970.pdf - Accepted Author Manuscript
Download (188kB) | Preview
This paper provides an overview of the aims, methods and findings of the Capability and Progression in Transition through Assessment for Learning in Design and Technology (CAPITTAL-DT) project. This project, funded by Determined to Succeed Scotland, aimed to identify useful approaches to aid progression in creativity through the current initiative entitled 'Assessment is for learning' (AifL, SEED, 2002). AifL encourages learners and teachers to engage with assessment for, as, and of learning and adopt a range of strategies and ideas. The project team gathered baseline and follow up data from teachers and learners using questionnaires to gauge attitudes towards creativity, structured conceptual design activities to assess performance, learner evaluations and teacher interviews. The team concludes that there is scope for adopting the tools explored to support formative and sustainable assessment strategies and approaches to gathering meaningful indicators that can be embedded into enterprising teaching and learning for Design and Technology Education.
|Item type:||Conference or Workshop Item (Paper)|
|Keywords:||technology education, creativity, progression, assessment for learning, formative assessment, transition, Theory and practice of education, Secondary Education. High schools, Primary Education, Education|
|Subjects:||Education > Theory and practice of education
Education > Theory and practice of education > Secondary Education. High schools
Education > Theory and practice of education > Primary Education
|Department:||Faculty of Education > Curricular Studies|
|Depositing user:||Ms Susan V. Mclaren|
|Date Deposited:||07 Aug 2007|
|Last modified:||01 Apr 2017 06:10|