Holistic assessment in design and technology: theory and practice

Abstract

The Design and Technology National Curriculum is built upon the whole process of the subject and therefore must be assessed in the same holistic way. This article traces the development of such an assessment scheme for Year 7 pupils in an independent girls' school. It highlights the various difficulties involved in selecting criteria which match the age, ability and experience of the pupils when they enter the secondary school. The article concludes that teachers can assist their pupils to become capable in design and technology by developing their own assessment criteria, as long as they understand what is meant by the term 'capability'.