A framework for evaluating CDT practice with respect to the ethos of CDT

The increasing pressures of account-ability faced by schools have been the application of various adaptations of self-evaluation methods. However, charges of lack of objectivity (Simons in Skilbeck, 1984 p. 52) have been directed at such responses, and these were fuelled by observations that teachers lack the skills and understanding to undertake evaluation (Mathias, 1983).These pressures are intensified for Craft, Design & Technology as a result of its youth and the nature and brief existence of the subject. As a curriculum area it is different from its forerunners, yet most CDT teachers were not purposefully educated to teach it. The centralist nature of its introduction together with a misunderstanding of CDT and the skills demanded produced varying degrees of support and interpretation. This was compounded by the lack of CDT research and literature (Toft in Cross & McCormack, 1987 p.298).