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Exploring key discriminators of progression: relationships between attitude, meta-cognition and performance of novice designers at a time of transition

McLaren, Susan V. and Stables, Kay. 2008. Exploring key discriminators of progression: relationships between attitude, meta-cognition and performance of novice designers at a time of transition. Design Studies, 29(2), pp. 181-201. ISSN 0142694X [Article]

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Abstract or Description

This paper presents a brief outline of a research study involving 10–13 years old learners undertaking an ‘unpickled’ design portfolio. It analyses the relationships established, in the study, between learner attitudes towards creativity, self and peer evaluation and performance in design and innovation based activity. The findings are discussed in context of novice designers having, growing and proving ideas and reflecting on their own learning. The conclusion illustrates the inter-relationship of progression in designing and creativity, self-awareness and has significance for pedagogy and sustainable assessment which extends beyond school into higher education

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1016/j.destud.2007.10.001

Keywords:

creativity; design education; design technology; evaluation; progression

Departments, Centres and Research Units:

Design

Dates:

DateEvent
2008Published

Item ID:

4478

Date Deposited:

30 Nov 2011 11:20

Last Modified:

23 Jun 2017 12:39

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/4478

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