• Deeper engagement and Self-Regulated Learning will occur when the objectives for a learning episode are co-written with students.
• Performance/assessment criteria are used to set tasks at an appropriate challenge level with the individual student. 
• Depth of engagement and rate of pupil progress is measured against design-focused higher order thinking skills. (Bloom, Anderson, et al)
• Ownership of assessment is given to the student designer- they are first to assess, alone, or with a teacher, or peer.
• The teacher then either confirms the assessment or guides the student to a deeper understanding of the quality required to meet the criteria.

This method ensures realistic and consistent assessment of the whole range of a student's design skills, whilst also presenting a Gestalt impression of their overall design competences.

Progress and attainment are made visible and correlate accurately to flightpaths (based on up to date analysis of exam board assessment criteria.)

Learning episode self assessment prompt sheet

AQA GCSE Design Technology 1-9 Assessment Criteria 2020