Assessment, Reporting and Recording

Abstract

This paper presents an analysis of a design and technology department's assessment, reporting and recording system, together with a comparison of a similar school, with proposals for change and a plan for implementation.

Assessment, recording and reporting are key aspects to the teaching of design and technology and are inextricably linked to curriculum development (Kimbell, R., 1997: xiv). Therefore, the assessment policy of any department provides a key focus for raising standards of achievement and developing change in the curriculum. Assessment has many aims, it is for:

• selection
• prediction
• diagnostic
• motivation
• formative
• guidance
• summative
• evaluative (Parks ide School/Durham County policy).

I shall compare how these are used in two schools - my own, Parkside, and an 11-16 comprehensive with a similar socio-economic background, Belmont, with particular emphasis on the formative and summative aspects. As a result of this analysis, I will explore proposals for appropriate changes at Parkside and suggest a plan for implementation.

Initially, both schools determine their Key Stage 3 structure by using Key Stage 2 assessment data and recommendations from Key Stage 2 teachers. It is important to understand the results of this selection process as they have a distinct influence on the reporting systems explored later. The following points summarise each school's approach.