Assessing the Engineering Design Process in Technology Education

Insights from Swedish Teachers

Abstract

One aspect of technology education that can be seen throughout the school curriculum is the teaching of processes such as the engineering design process. This process forms part of what students should learn at the upper secondary level in Sweden. However, teachers have the flexibility to select and adapt examples and subject content to suit their students and the local context. While this flexibility can enhance the relevance and engagement of teaching, it can also lead to challenges when it comes to comparing and collaborating with other teachers, particularly with regard to assessment. Assessment and grading are challenging aspects of teachers' work. Previous studies have highlighted the need for increased support in assessing technology education, especially regarding the evaluation of processes involved in technological development, such as the engineering design process. The aim of this study is to investigate how teachers perceive assessment in relation to the engineering design process and to identify which aspects of assessment teachers emphasize. The participants are seven teachers in Sweden’s upper secondary school technology programme. Data collected through focus group interviews was analysed inductively using thematic analysis. The results reveal three themes: the first theme covers what is being assessed, the second theme concerns the differences between higher and lower levels and the third involves challenges of assessment. One conclusion is that there is a need for teacher support in assessment related to technology education and the engineering design process.