Evaluation in CDT Through Structured Group Work

  • Robert Farnham Beaver High School, Sheffield
  • Harold Wightman Beaver Hill School, Sheffield

Abstract

Evaluation by students of their own design and finished articles can be a very difficult process both for the students and for staff. Some teachers tend to leave the teaching of evaluation until it looms up as a requirement of the examination, but it is then a doubly difficult task to develop in students the attitudes and approaches they need. The difficulty of evaluation was first identified as a major problem for us through analysis of a lesson with some l2-year-olds. The lesson was being observed by an Assistant Head during a year's secondment. The class teacher had invited comment on the development of a newly introduced Design course to replace the traditional separate Crafts. By this stage of the course, the mixed-ability class had spent some weeks designing an object in response to a design brief. They had gone throu~h the process of finding a range of possible solutions, choosing the 'best' solution and then making it.

Now came the difficulty - students were at a loss to answer the question on the evaluation sheet which asked, 'Does the finished article satisfy the demands of the original design brief?' Other teachers were also at a loss: they all found it only too easy to give an evaluation of the article, but did not know how to lead students' thinking into the same path.

How to Cite
FARNHAM, Robert; WIGHTMAN, Harold. Evaluation in CDT Through Structured Group Work. Studies in Design Education Craft & Technology, [S.l.], v. 19, n. 3, aug. 2009. ISSN 0305 766. Available at: <https://ojs.lboro.ac.uk/SDEC/article/view/843>. Date accessed: 05 dec. 2022.
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Articles