Does the need for high levels of performance curtail the development of creativity in design and technology project work?

This article seeks to examine the relationship that exists between the development of high order thinking such as creative and problem solving skills and the need for pupils to achieve high levels of performance in their design and technology public examinations during the final year of compulsory education in the UK. The data under discussion were collected during the final year of a four year research project when a sample of fifty 15-16 year old pupils was chosen from eight schools in the north-east of England. For the purpose of this article a further sub-sample of twenty-seven pupils [twelve pupils who achieved high marks for their project work (sixty-five percent and above) and the fifteen pupils who achieved low marks in their project work (forty percent and below)] was selected. In discussing the findings, the relationship between levels of creativity, performance, personal goal characteristics, motivation and design procedures used by the pupils will be highlighted. Conclusions will then be drawn concerning the part played by GCSE Design and Technology examination project work in enhancing the development of creative, innovative thinking and problem solving skills.