期刊名称：Studies in Design Education Craft & Technology
出版年度：1986
卷号：18
期号：2
语种：English
出版社：Studies in Design Education Craft & Technology
摘要：This article arose as a result of a research project carried out by the authors while on secondment to Warwick University during 1984-85, during which time a common concern for the assessment of lower s choo l design emerged . This common concern, despite the authors varying backgrounds and experience, led to the notion that the assessment of lower school design did not reflect the activity undertaken by the pupils . As a group of Design teachers, t he authors felt that, in the i r experience, the assessment of this type of work had not progressed in line with the approach itself . Evidence had been seen of Design work being assessed by the same criteria as traditional craft work. Not only does this fail to give due credit to pupils but it is also a hindrance to the development and full u s e of the problem s olving approach. While the product remains of major significance, when assessment is being carried out, the processes leading to a solution are undervalued by both teacher and pupil : but Design i mplies process and product, not simply product . The research project takes the form of a survey i nvolving three large secondary schools in the City of Coven t ry . The sample schools were carefully c hosen as we felt they not only pr o v i ded a good socio-economic contrast but that they also r epresented a broad geographical area of t he city, whi c h covered three quite distinct ca t chment areas. The study was conducted in all cases within the C raft, Design and Technology depar t ments of the s ample schools . As CDT teachers, we felt that f amiliarit y with the subject would enable us to concentrate upon the assessments r ather than the p roducts themselves.
