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Title: Craft, design and technology foundation courses : their assessment and its effect on pupils, their parents and teachers : an action research project in five Nottinghamshire schools
Authors: Webb, Frederick
Issue Date: 1998
Publisher: © F. Webb
Abstract: This study is directed towards developing a feasible working model of assessment in Craft, Design and Technology (CDT) for years one to three in secondary school, flexible enough, to operate in five Nottinghamshire schools with different experiences, expertise and philosophy. Initially the views of CDT teachers, parents and pupils were sought to establish the will, desire and need for some form of positive, formative assessment. The need for contact between school and parents was quickly established and directed developments towards assessments that could be easily sent home. This feature meant that the use of computers had to be considered as an important management aid. Though the schools were engaged in industrial action each department involved in the project worked out areas which they wanted to assess along with grade descriptors for each one. From this work a game simulation was developed to assist other schools (in CDT and other subject areas), to develop an assessment scheme to suit their needs (Appendix VII), For each school an assessment package was developed to include a teacher based assessment (using computer and paper systems), and a paper based pupil self' assessment. As the work was developmental rather than prescriptive, ohanges, modifications and further developments were made throughout the study (including a computer based pupil self assessment package), in response to the needs or requirements of the individual department. These packages were used and then evaluated by the teachers, pupils and parents through a combination of interviews and questionnaires and also through observations by the author of the various systems in operation within the school context. The findings of the study suggest that there is an important role for assessment in CDT, not only for diagnostic purposes on the part of the teacher but also acting as an important liaison instrument between the school and home. This in certain circumstances gave parents the opportunity to become actively involved in their child's education. Pupils who received the assessment sheets regularly appeared to have a clearer idea of their progress in CDT than their counterparts who indicated that they had not received any information on their progress. The use of the computer for assessment purposes was found to be a useful instrument in the teacher based assessment, whereas the use of it for the pupil self asse.ssment work was far from satisfactory and serious reservations in terms of the time involved, have to be made from observations within the participating schools. The study concludes that formative assessment in CDT has beneficial effects on teachers, pupils and their parents. It has been a useful exercise for the five schools involved (the CDT departments in particular), forcing them to address the fundamental issues and problems of assessment.
Description: Closed access. A Master’s Thesis submitted in partial fulfilment of the requirements for the award of Master of Philosophy of Loughborough University.
URI: https://dspace.lboro.ac.uk/2134/10494
Appears in Collections:Closed Access (Design School)

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