Abstract
Since ‘progression’ implies the existence of an agreed goal, this paper begins with a consideration of what we might mean when we say someone is technologically capable. This is followed by an examination of two contrasted models of progression —which might be termed mechanical and organic. Finally, as it is impossible to debate progress without establishing the point one is starting form, I examine some of the central issues surrounding the assessment of technological capability.
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This paper has been reproduced from a chapter I wrote for the UNESCO publicationInnovations in Science and Technology. It was originally written in September 1992 and outlines — mamongst other things — my very serious reservations about some of the greater idiocies being perpetrated through the assessment practices of the UK National Curriculum. I have not altered the text of the chapter, but I am pleased to report, in the postscript, a return to sanity.
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Kimbell, R. Progression in learning and the assessment of children's attainments in technology. Int J Technol Des Educ 4, 65–83 (1994). https://doi.org/10.1007/BF01197584
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DOI: https://doi.org/10.1007/BF01197584