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 conferencePaper

    Abstract

    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.

    Conference

    ConferenceInternational Conference on Design and Technology Educational Research
    Abbreviated titlePATT 18
    CountryUnited Kingdom
    CityGlasgow
    Period21/06/0725/06/07

    Fingerprint

    creativity
    learning
    teacher
    questionnaire
    Teaching
    interview
    evaluation
    performance
    education

    Keywords

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

    Cite this

    McLaren, S. V., Stables, K., Bain, J., Dakers, J. (Ed.), Dow, W. (Ed.), & De Vries, M. (Ed.) (2007). Exploring creativity and progression in transition through assessment is for learning. Paper presented at International Conference on Design and Technology Educational Research , Glasgow, United Kingdom.
    McLaren, Susan V. ; Stables, Kay ; Bain, Jenny ; Dakers, John (Editor) ; Dow, Wendy (Editor) ; De Vries, Mark (Editor). / Exploring creativity and progression in transition through assessment is for learning. Paper presented at International Conference on Design and Technology Educational Research , Glasgow, United Kingdom.443 p.
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    title = "Exploring creativity and progression in transition through assessment is for learning",
    abstract = "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.",
    keywords = "technology education, creativity, progression, assessment for learning, formative assessment, transition",
    author = "McLaren, {Susan V.} and Kay Stables and Jenny Bain and John Dakers and Wendy Dow and {De Vries}, Mark",
    year = "2007",
    month = "9",
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    note = "International Conference on Design and Technology Educational Research , PATT 18 ; Conference date: 21-06-2007 Through 25-06-2007",

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    McLaren, SV, Stables, K, Bain, J, Dakers, J (ed.), Dow, W (ed.) & De Vries, M (ed.) 2007, 'Exploring creativity and progression in transition through assessment is for learning' Paper presented at International Conference on Design and Technology Educational Research , Glasgow, United Kingdom, 21/06/07 - 25/06/07, .

    Exploring creativity and progression in transition through assessment is for learning. / McLaren, Susan V.; Stables, Kay; Bain, Jenny; Dakers, John (Editor); Dow, Wendy (Editor); De Vries, Mark (Editor).

    2007. Paper presented at International Conference on Design and Technology Educational Research , Glasgow, United Kingdom.

    Research output: Contribution to conferencePaper

    TY - CONF

    T1 - Exploring creativity and progression in transition through assessment is for learning

    AU - McLaren, Susan V.

    AU - Stables, Kay

    AU - Bain, Jenny

    A2 - Dakers, John

    A2 - Dow, Wendy

    A2 - De Vries, Mark

    PY - 2007/9

    Y1 - 2007/9

    N2 - 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.

    AB - 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.

    KW - technology education

    KW - creativity

    KW - progression

    KW - assessment for learning

    KW - formative assessment

    KW - transition

    M3 - Paper

    ER -

    McLaren SV, Stables K, Bain J, Dakers J, (ed.), Dow W, (ed.), De Vries M, (ed.). Exploring creativity and progression in transition through assessment is for learning. 2007. Paper presented at International Conference on Design and Technology Educational Research , Glasgow, United Kingdom.