Exploring creativity and progression in transition through assessment is for learning

Susan V. McLaren, Kay Stables, Jenny Bain, John Dakers (Editor), Wendy Dow (Editor), Mark De Vries (Editor)

    Research output: Contribution to conferencePaperpeer-review

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    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.
    Original languageEnglish
    Number of pages443
    Publication statusPublished - Sep 2007
    EventInternational Conference on Design and Technology Educational Research - Glasgow, United Kingdom
    Duration: 21 Jun 200725 Jun 2007


    ConferenceInternational Conference on Design and Technology Educational Research
    Abbreviated titlePATT 18
    Country/TerritoryUnited Kingdom


    • technology education
    • creativity
    • progression
    • assessment for learning
    • formative assessment
    • transition


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