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Tracing his pathway from 11+ through technical school and later training at Goldsmiths, the account emphasizes the power of ideas, sketches becoming real, and process-driven assessment. It chronicles shifts from 1960s craft training to 1980s constriction under National Criteria, GCSE merging, and the move toward national curriculum reforms across subsequent decades.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-transient-and-the-timeless-surviving-a-lifetime-of-policy-and-practice-in-assessment/601583/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-transient-and-the-timeless-surviving-a-lifetime-of-policy-and-practice-in-assessment/601583.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What formative experiences does Prof Richard Kimbell describe in the 1960s?","Question",{"text":112,"@type":113},"He recounts passing his 11+ into technical school, completing O levels and A levels, and being shaken by designing rather than only executing prescribed engineering drawings. A key moment was an end-of-year examination requiring students to design and then make a folding chair under time constraints.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the account explain the impact of ideas and process on learning?",{"text":117,"@type":113},"Kimbell highlights the power of ideas moving from sketchbook to drawing board and becoming real through practical capability. He contrasts assessment that values learning process and design work with assessment regimes that risk reducing creativity.",{"name":119,"@type":110,"acceptedAnswer":120},"What major assessment policy changes does he discuss in the 1980s?",{"text":121,"@type":113},"He describes the Thatcher-era Secondary Examinations Council requiring subjects to define themselves in National Criteria, leading to debates and consolidation into a single design and technology ‘pot.’ He then explains the complex establishment of GCSE through the merger of GCE and CSE and notes broader assessment-led educational reform.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601583,1792230379,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","The Transient and the Timeless:  \nSurviving a lifetime of policy and practice in assessment Prof Richard Kimbell, Goldsmiths, University of London  \nRESEARCH  \nA personal retrospective  \n1960s  \nIn1959 I half-passed my 11+ and went to a technical school in Kent. In 1964 I took O levels and in 1966, A levels in metalwork and technical drawing. These examinations were unimaginatively constructed – amounting to tests of theoretical knowledge (theory paper) and practical skills (the practical) . I was good at them.  \nDuring and after the war, my teachers had been responsible for setting up production lines in the school – manufacturing parts for the ships being maintained in Chatham dockyard. They knew about precision, we had lots of practice and we ended up pretty capable draughtsmen/craftsmen (it was of course a boys school) .  \nI went to Goldsmiths to train as a handicraft teacher, and I was seriously shaken up to discover designing. I was used to being given engineering drawings of tool clamps and drilling jigs that I just had to make. Designing things for myself was a revelation. I did not at first enjoy it. I wanted just to revel in my skills that were better than the norm in the first year group because of the experience and facilities to which I had been used at school.  \nAt the end of my first year I had one of several ‘road to Damascus’ experiences at Goldsmiths. It was in the end of year examination. We had to design a folding chair (for an art gallery) in a week (with one tutorial) and then make it unaided in two days (12 hours) . Mine was in square tubular steel and folded really flat. It was a bit heavy but it did work. What shook me up was the astonishing variety of designs and I remember sitting round at the end, knackered, looking at all that stuff thinking “all this is completely new...it just came out of people’s heads and ended up as real”. I was electrified by the idea. At the end of my final year (July 1969) I was sitting with a bunch of mates at an all-nighter of TV, watching the moon landing. I thought it again then, all that astonishing stuff just came out of people’s heads.  \nWhat stayed with me from that experience was the power of ideas. A notional design process, articulated in a sketch book and crystalised on a drawing board, and the practical capability to make them real.  \n1970s  \nAfter an extra year at Goldsmiths doing the BAEd I started teaching in Devon. I was on my own, creating a new department and it was fun. I could do exactly what I liked. The county adviser dropped in nowand then but generally left me to my own thing. We made swimming poolseating using cast concrete units from chipboard moulds…turned boomerangs into offensive weapons …made stained glass windows for the church from cast resin with dyed wood-shavings embedded in it…and survived on a beach for a week in a Neolithic camp; making stuff from what we could find.  \nIn 1972 I started a GCE group on George Hicks’s London O level D&T. The revelation here was the pre-practical test. There was theory and a practical but George managed to get London to embrace a design paper without calling it design. In the pre-practical paper, students had several days to design and make a component of a product that was to be fitted to something that became the three hour practical test. I recall a thoedolite stand (the three hour practical) and students had to design a levelling system to fit to it. At the same time Eggleston, at Keele University, was shaking the trees with his CSE ‘Course of studies in design’ and his assessment system was astonishing. Entirely process driven and I think you will find it familiar. In 1973 I started a CSE group on this and was immediately thrust into juggling with the GCE/CSE nightmare.  \nIn 1979 Margaret Thatcher was elected.  \n1980s  \nIf the 1970s had been a decade of expansion and proliferation, the 1980s was one of constriction and retrenchment. Thatcher created the Secondary Examinations Council (SEC) requiring ","cbCaiussnShK7M88","https://ap.wps.com/l/cbCaiussnShK7M88","pdf",52969,"English","# Research\n## A personal retrospective\n## 1960s\n## 1970s\n## 1980s\n## 1990s","[{\"question\":\"What formative experiences does Prof Richard Kimbell describe in the 1960s?\",\"answer\":\"He recounts passing his 11+ into technical school, completing O levels and A levels, and being shaken by designing rather than only executing prescribed engineering drawings. A key moment was an end-of-year examination requiring students to design and then make a folding chair under time constraints.\"},{\"question\":\"How does the account explain the impact of ideas and process on learning?\",\"answer\":\"Kimbell highlights the power of ideas moving from sketchbook to drawing board and becoming real through practical capability. He contrasts assessment that values learning process and design work with assessment regimes that risk reducing creativity.\"},{\"question\":\"What major assessment policy changes does he discuss in the 1980s?\",\"answer\":\"He describes the Thatcher-era Secondary Examinations Council requiring subjects to define themselves in National Criteria, leading to debates and consolidation into a single design and technology ‘pot.’ He then explains the complex establishment of GCSE through the merger of GCE and CSE and notes broader assessment-led educational reform.\"}]","The Transient and the Timeless - Surviving a lifetime of policy and practice in assessment | PDF",1792092904,25]