"Navigating the Complexities of CAD Assessment: Challenges and Solutions for High School Students in Harare Schools."
Article Sidebar
Main Article Content
Abstract: This study provides an in-depth examination of the multifaceted challenges teachers encounter when assessing CAD designs in Harare schools. The research focuses on the diversity of student abilities and learning approaches, highlighting the complexities involved in creating fair and equitable assessments. It explores how educators can balance the need to evaluate both advanced and novice students effectively, ensuring that all students receive a fair assessment of their skills. A significant focus is placed on the inherent subjectivity involved in assessing creative CAD projects. The study investigates the tension between fostering student innovation and adhering to standardized evaluation criteria. This balance is crucial in maintaining both the integrity of the assessment process and the encouragement of student creativity. The study also proposes practical solutions and strategies aimed at helping educators navigate these complexities. this study aims to contribute to the broader understanding of CAD education in high schools, offering insights that can help educators enhance their assessment practices and better support student learning in the field of computer-aided design.
Downloads
Downloads
References
Anderson, H., & Miles, L. (2021). Authentic assessment in CAD: Linking classroom projects to real-world applications. Journal of Engineering Education, 32(4), 126-139.
Barnes, D., & Taylor, J. (2022). Promoting fairness in CAD assessments through peer and self-assessment. Journal of Design Education, 24(2), 90-102.
Foster, S., & Wang, R. (2023). The role of peer feedback in CAD assessments: Enhancing creativity and collaboration. International Journal of Design & Technology Education, 38(2), 221-235.
Guilford, J. P. (1967). The Nature of Human Intelligence. McGraw-Hill.
Henderson, K., & Patel, S. (2021). Encouraging creativity in technical design: Challenges and strategies in CAD education. International Journal of Engineering Education, 36(5), 1420-1428.
Jackson, R., & Rivera, S. (2023). Designing balanced rubrics for evaluating creativity and technical skills in CAD education. International Journal of Educational Technology, 45(1), 55-66.
Johnson, R., & McAllister, M. (2022). The role of standardized assessments in CAD education: Navigating technical accuracy and creativity. Journal of Design Technology, 25(3), 65-74.
Jones, R. (2021). Assessing creative and technical skills in CAD education. Journal of Design Education, 15(2), 34-45.
Lee, A., & Rodriguez, M. (2022). Capturing the iterative process in CAD education: Beyond the final product. Journal of Engineering Education Research, 28(3), 148-160.
Lee, K., & McManus, M. (2022). Rethinking assessment practices for CAD in high schools: A modern approach. Technology in Education, 18(1), 52-61.
O'Connor, T., & Walker, D. (2023). Balancing technical proficiency with creative freedom in CAD assessment. Journal of Digital Design Education, 18(1), 12-22.
Piaget, J. (1976). The Grasp of Consciousness: Action and Concept in the Young Child. Harvard University Press.
Popham, W. J. (1997). Classroom Assessment: What Teachers Need to Know. Allyn & Bacon.
Robinson, M., & Miller, L. (2021). Reconceptualizing creativity in CAD assessments: A shift toward holistic evaluation. International Journal of Design Research, 19(4), 400-411.
Smith, J., & Green, R. (2021). Reflective self-assessment as a tool for fostering creativity in CAD education. Journal of Educational Innovation, 19(3), 200-215.
Smith, T., Johnson, A., & Green, L. (2023). Evaluating diversity in CAD assessments: The challenge of creativity and technicality. Journal of Educational Technology, 22(3), 78-89
Torrance, E. P. (1974). The Torrance Tests of Creative Thinking. Personnel Press.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
White, P., & Lister, C. (2022). Digital portfolios for CAD: A strategy for capturing creativity and technical skill development. Educational Technology & Society, 25(4), 134-145.
Wiggins, G. (1990). The Case for Authentic Assessment. Practical Assessment, Research, and Evaluation, 2(2), 1-6.
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in our journal are licensed under CC-BY 4.0, which permits authors to retain copyright of their work. This license allows for unrestricted use, sharing, and reproduction of the articles, provided that proper credit is given to the original authors and the source.