Assessing design and technology competency in initial teacher training (Assessing technology learnt rather than technology taught)

Robert J. Booth
1998, Vol. 3, No. 2,

Abstract


This report documents the some of the progress made by the University of Wolverhampton's Centre for Design and Technology Education in adjusting and developing its programmes so students are prepared and assessed in terms of learning outcomes rather than solely by taught assignment tasks. University policy objectives dictate a four-year development programme ending in 1999. At an early stage it was recognised that the success of the programme depended on the installation of appropriate computer software and access to terminals; consequently, an investment programme was put in place to overhaul the existing administrative support systems and records and leaving room for these proposals.


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