An Assessment Model for a Design Approach to Technological Problem Solving

Problem solving in technological design activities can be identified as a set of observable behaviors on a performance level continuum. These behaviors can be captured on an assessment instrument and can provide valuable clues to a student’s critical and creative thinking abilities. What is more difficult to discern are the effects of factors such as GPA, math and science achievement, gender, and personality type, on student performance in design activities. While the results revealed some effects, they are far from conclusive.