Essential
Principles in the Assessment of Pupils'
TECHNOLOGY AND DESIGN CAPABILITY
The Subject Orders for Technology and Design require that we assess
pupils against the attainment target of Technology and Design Capability.
The holistic nature of the subject has underpinned the development of
the subject in Northern Ireland and distinguishes it from Design and
Technology.
In order to make accurate judgements about pupils' progress in terms
of what they know and what they can do, a strategy for assessment needs
to be developed which will allow teachers to:
-
Determine what pupils are learning and the rate at which they are progressing;
- Identify
pupils' strengths and weaknesses and use the results to influence their
teaching;
- analyse
the suitability of their programme of work.
To be effective an assessment strategy should ensure that:
- assessment
is integral to all work undertaken;
- pupils
have a clear understanding of the criteria by which their performance
will be assessed;
- there
is a variety of evidence;
- a
differentiated strategy is in place to allow all pupils to show positive
achievement and progression;
- pupils
take responsibility for their learning and its assessment;
- pupils
are aware of the success criteria before they begin their work;
- assessment
links naturally across Key Stage 3 and Key Stage 4;
- the
strategy allows for internal moderation;
- assessment criteria are based on the knowledge and skills identified in the programme of study
