Exploring key discriminators of progression: relationships between attitude, meta-cognition and performance of novice designers at a time of transition

This paper presents a brief outline of a research study involving 10–13 years old learners undertaking an ‘unpickled’ design portfolio. It analyses the relationships established, in the study, between learner attitudes towards creativity, self and peer evaluation and performance in design and innovation based activity. The findings are discussed in context of novice designers having, growing and proving ideas and reflecting on their own learning. The conclusion illustrates the inter-relationship of progression in designing and creativity, self-awareness and has significance for pedagogy and sustainable assessment which extends beyond school into higher education