Design and assessment in technology education - case: the “Birdhouse Band” project

Tuomo Leponiemi
University of Jyväskylä, Department of Teacher Education, Finland

Sonja Virtanen
University of Jyväskylä, Department of Teacher Education, Finland

Aki Rasinen
University of Jyväskylä, Department of Teacher Education, Finland

Ladda ner artikel

Ingår i: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Linköping Electronic Conference Proceedings 73:54, s. 460-467

Visa mer +

Publicerad: 2012-06-18

ISBN: 978-91-7519-849-1

ISSN: 1650-3686 (tryckt), 1650-3740 (online)


According to the Finnish National Framework Curriculum one of the objectives in technology education (craft; technical work) is to develop pupils’ designing skills. However there are no detailed criteria how to assess these important skills and therefore teachers have to determine those by themselves. Assessment without clear criteria tends to drive teaching towards promoting “guaranteed” and “safe” solutions that stifle pupils’ creativity and independent thinking skills. One of the objectives in technology education is that pupils should learn technological problem solving skills. This objective requires teachers to engage pupils in technological problem solving activities. The design process is regarded as a learning strategy and through this pupils obtain systematic; sustained and independent working skills.

Instruction in technology education is implemented through projects corresponding to the pupil’s stage of development. Methods of experimentation; investigation; and invention should be practiced actively. Starting points for projects can be found from everyday life problems; artefacts and materials. The technological problem solving process encompasses phases of setting out the problem/task; exploring possibilities; brainstorming; from a chosen idea to planning an accurate solution; realizing the project and testing and evaluation.

In order to improve assessment of designing in technology education; a model was developed that works as a pedagogical step-by-step tool to enhance the design process. This tool serves two purposes: first; for the pupils to develop their metacognitive skills about the design process and their ability to self-assess; and also for the teacher to be able to assess the process. The model is demonstrated by one case: the “Birdhouse Band” project; as an example of applying the technological problem solving process.


Inga nyckelord är tillgängliga


Garratt; J. 1996. Design and Technology. (2nd ed.) Cambridge: Cambridge University Press.

Huhta; A. & M. Tarnanen 2009. Assessment practices in the Finnish comprehensive school – what is the students’ role? In May; S. (Ed.) LED2007: Refereed conference proceedings of the 2nd International Conference on Language; Education and Diversity. Hamilton; New Zealand: Wilf Malcolm Institute of Educational Research (WMIER); University of Waikato.

Layton; D. 1993. Technology’s Challenge to Science Education. (Developing Science and Technology Education.) Buckingham: Open University Press.

National Core Curriculum for Basic Education. (2004). Helsinki: National Board of Education.

National framework curriculum. (1994). Helsinki: National Board of Education.

Oivallus -project. 2011. Oivallus final report. www.ek.fi/oivallus/en [1.3.2012] Parikka; M. & Rasinen; A. 1997. From product assessment towards assessment of learning processes and self-assessment. In I. Mottier & M. de Vries (Eds.) Assessing technology education. Proceedings PATT-8. Netherlands.

Rasinen; A; Ikonen; P. & Rissanen; T. 2008. From craft education towards technology education : the Finnish experience. In W. G. Lewis & H.G. Ff Roberts (Eds.) Design and technology in the curriculum. Bangor university: School of Education.

Salmio; K. 2004. Examples of National Basic Education Evaluation Programmes From the Perspective of the Didactics of Sustainable Development. University of Joensuu: Joensuun yliopiston kasvatustieteellisiä julkaisuja; no 98 [Educational publications of University of Joensuu]; no 98.

de Vries; M. J. 2005. Teaching about technology. An Introduction to the Philosophy of Technology for Non-philosophers. Dordrecht; The Netherlands: Springer.

Citeringar i Crossref