Now showing items 1-4 of 4
Balancing curriculum intent with expected student responses to designerly tasks.
(Design and Technology Education: An International Journal., 2018-02)
Design activities form an extensive part of design and technology education with a link being posited within the pertinent literature between the cognitive activity of learning and the cognitive activity of design. It ...
Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach of identifying competence based gains relative to student ability levels.
Educational assessment has profound effects on the nature and depth of learning that students engage in. Typically there are two core types discussed within the pertinent literature; criterion and norm referenced assessment. ...
Illustrating educational development through ipsative performance in design based education.
The Technology subject in general post-primary education is unique based on its conception and treatment of knowledge. The task specific utility of knowledge is emphasised and at the same time, in reflection of the breadth ...
A proposed research agenda for investigating the nature of designerly thinking in action.
The intent of this paper is to discuss the nature of Design and Technology (D&T) education and arising from that the potential contribution of cognitive psychology to further understanding of designerly thinking in action. ...