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How do we measure what truly matters in Design and Technology education? The challenge lies in distinguishing between assessing individual knowledge components and evaluating the holistic capability that emerges when students apply their learning autonomously.

In this foundational episode, I introduce a new mini-series focused entirely on assessment in D&T education. Drawing from research literature, I establish the critical difference between two assessment targets: specific knowledge components (which can be tested through formative methods) and overall D&T capability (which requires summative, holistic evaluation). For assessment to serve its purpose effectively, it must be both reliable (consistently marked) and valid (measuring what we think it's measuring).

The complexities of D&T assessment stem from its unique nature - we're not just testing what students know, but also what they can do. This incorporates both conceptual understanding and procedural skills across a spectrum of design and technological knowledge. When students respond to design contexts, they independently choose which aspects of their knowledge and experience to apply, making predetermined assessment criteria challenging.

This episode sets the stage for deeper explorations in upcoming instalments, where I'll examine research-based approaches to assessing design knowledge, implementing effective formative assessment through peer feedback and design critiques, and developing valid measures of D&T capability. Whether you teach in primary or secondary settings, these insights will help you reflect on whether your current assessment practices truly capture what you intend them to measure.

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