Assessment and curriculum development are two major foci in recent research and policy studies in technology education. They were approached, in new perspectives, during two conferences in 2003, one taking place at the Stockholm Institute of Education, the other at the National M. Dragomanov Pedagogical University Kiev, Ukraine. To these conferences some of the major scholars in Europe in the field of design and technology education were invited. The most important papers have been revised for inclusion in this book, which is intended for a larger audience of students, teachers and administrators in technology education. The book includes a chapter by Richard Kimbell on a research project trying to develop a new assessment procedure for secondary schools, which is no longer rewarding the hard-working rule-followers at the expense of the risk-taking design innovators. Gabriele Graube and Walter Theuerkauf examine main traditions in technology education and discuss a model for assessing competence. Jan Åke Granath elaborates a design-theoretical approach to architecture education and presents an exercise, which makes students aware of the dynamics and uncertainty of problems in real life. Jan-Erik Hagberg presents a review of domestic and international research on technology education, initiated by the Swedish Research Council. Participating authors: Lars Björklund, Eva Blomdahl, Jan Åke Granath, Gabriele Graube, Jan-Erik Hagberg, Richard Kimbell, Jevgen Kulyk, Michael Lindgren, Lars Lindström, Wilfried Schlagenhauf, Victor Sidorenko, Walter Theuerkauf and Igor Zhernoklieiev.
Stockholm: HLS Förlag , 2005. 161-178 p.