Perils of assessment?

Fred Webb
1988, Vol. 20, No. 3,

Abstract


With the implementation of the General Certi ficate of Secondary Education (GCSE), many schools are looking carefully at their provision for laying a sound foundation of knowledge and skills to enable their pupils to cope with the demands of the new examination. This process is happening in all subject areas but particularly in Craft Design and Technology (COT), where there appears to be considerable debate as to what should be included in a structured foundation course, (Kimbell, 1982; Williams, 1985; Finney and Fowler, 1986; Department of Education and Science; 1987). There is consensus however, on one point, that the pupils need to be assessed and informed of their performance and progress in their work at all ages, not just at examination level. This article is based on a research project, attempting to provide through action research in five Nottinghamshire schools, a feasible package of assessment for a CDT foundation course, evaluated in terms of the effect that it has on teachers, pupils and parents by exploring their views through a variety of questionnaires and interviews.


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