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|Title: ||Computer Aided Design : implications for pupil attainment and assessment|
|Authors: ||Fraser, Alister S.|
Assessment and design
|Issue Date: ||2007|
|Publisher: ||© DATA|
|Citation: ||FRASER, A. and HODGSON, T., 2007. Computer Aided Design : implications for pupil attainment and assessment. IN: Norman, E.W.L. and Spendlove, D. (eds.). The Design and Technology Association International Research Conference 2007, University of Wolverhampton, Telford Campus, 4,5,6 July. Wellesbourne : The Design and Technology Association, pp. 21-26|
|Abstract: ||Previous research has established that, at the very least, the
introduction of CAD into design practice led to the better
communication and presentation of ideas in the form of high
quality outcomes. It recognised that the predominant use of
CAD as a means of output is likely to be encouraged by its
ability to directly support separate points of assessment rather
than focusing on the act of designing itself.
This paper develops on the previous research undertaken by
means of a web administered survey and highlights a strong
relationship between CAD implementation and an increase in
pupil attainment. The paper suggests CAD allows pupils to
consistently meet a level of quality, manufacture and accuracy
that is well rewarded by some specific points of assessment.
Teachers observed an increase in the percentage average A*-C
grades of around 10%.
The paper reflects on a number of specific case studies which
illustrate that despite the emphasis on final outcome it was
apparent that CAD was contributing to not only the general
quality of pupils’ design work (in terms of presentation etc) but
additionally the quality of design development.|
|Description: ||This is a conference paper|
|Appears in Collections:||D&T Association Conference Series|
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