In 2003, the Technology Education Research Unit at Goldsmiths University of London was asked to undertake research to examine the extent to which – and the ways in which -innovation and teamwork might be more fully recognised and rewarded in assessment processes, particularly within GCSE. The project ‘assessing design innovation’ was launched in Jan 2003 and concluded in Dec 2004.
The principal outcome of that project was a developed portfolio assessment system that sat
somewhere between a formal examination and a piece of coursework. It was designed to operate in 6 hours – typically 2 mornings – and presented learners with a design task that was to be taken through to a prototype. The outcomes of learners’ work during this project were most encouraging. It was possible to demonstrate that different levels of innovation were identifiable in the work and that the best work was highly innovative. Critically, the consensus of teachers and learners was that the portfolio system acted as a dynamic force to drive the activity forward with pace and purpose. The data from the trials of this system is fully reported in the project report (Kimbell et al 2004).
Phase 2 of project e-scape (November 2005 – Jan 2007) has involved the creation of a working prototype system. The system was to facilitate the designing activity in the class room – using peripheral digital tools – and to allow all learners’ work to be tracked and logged in a website for subsequent assessment by Awarding Bodies. The system was to be tested through a national pilot (principally with yr 10 learners) in the summer term of 2006.
Kimbell, R A, Wheeler A, Miller S, and Pollitt A(2007) e-scape portfolio assessment (e-solutions for creative assessment in portfolio environments) phase 2 report.TERU Goldsmiths, University of London ISBN 978-1-904158-79-0