A creativity feedback package for teachers and students of design and technology (in the UK)

Tom Balchin
2005, Vol. 10, No. 2,

Abstract


The UK Design and Technology National
Curriculum (2000) is introduced by an
‘importance of design and technology’
statement, which proposes that by studying the
subject, students learn to ‘think and intervene
creatively’, ‘become creative problem solvers’
and ‘become innovators’. Teachers of the
subject in the UK, however, can look in vain for
any practical evaluative tools to help them
attach importance to students’ creative
processes and products, especially in terms of
summative assessment. The GCSE (General
Certificate of Secondary Education) exam
boards’ coursework or teachers’ guides provide
no guidance. For example, no mention of
‘creativity’, ‘creative’ or ‘innovation’ can be
found in teacher guides issued by the two main
UK design and technology exam boards,
Edexcel and AQA (Assessments and
Qualifications Alliance). It seems as if creativity
is an expected by-product of following the UK
National Curriculum (NC).
As part of a doctoral thesis completed at
Goldsmiths College, University of London, a
‘creativity feedback package’ (CFP) was
developed to assist both teachers and students
to be clear about what creativity is in design and
technology, and how it may be rewarded. This
paper is a brief synopsis of some of the major
findings from this three year research project,
carried out with the aim of developing materials
which recognise and support creativity for
learners at Key Stage 3 (age 12-14).

Keywords


Creativity ; Feedback ; Evaluation ; Process ; Product ; Climate

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