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Computer Aided Design : implications for pupil attainment and assessment

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posted on 24.04.2008 by Alister S. Fraser, Tony Hodgson
Previous research has established that, at the very least, the introduction of CAD into design practice led to the better communication and presentation of ideas in the form of high quality outcomes. It recognised that the predominant use of CAD as a means of output is likely to be encouraged by its ability to directly support separate points of assessment rather than focusing on the act of designing itself. This paper develops on the previous research undertaken by means of a web administered survey and highlights a strong relationship between CAD implementation and an increase in pupil attainment. The paper suggests CAD allows pupils to consistently meet a level of quality, manufacture and accuracy that is well rewarded by some specific points of assessment. Teachers observed an increase in the percentage average A*-C grades of around 10%. The paper reflects on a number of specific case studies which illustrate that despite the emphasis on final outcome it was apparent that CAD was contributing to not only the general quality of pupils’ design work (in terms of presentation etc) but additionally the quality of design development.

History

School

  • Design

Research Unit

  • D&T Association Conference Series

Citation

FRASER, A. and HODGSON, T., 2007. Computer Aided Design : implications for pupil attainment and assessment. IN: Norman, E.W.L. and Spendlove, D. (eds.). The Design and Technology Association International Research Conference 2007, University of Wolverhampton, Telford Campus, 4,5,6 July. Wellesbourne : The Design and Technology Association, pp. 21-26

Publisher

© DATA

Publication date

2007

Notes

This is a conference paper

ISBN

1898788839

Language

en

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