This paper evaluates the epistemological
beliefs (in relation to assessment) of 18
Postgraduate Certificate in Education
(PGCE) students specialising in
technology education at the University of
Limerick. The study focused on student
responses to a technical graphics
assignment undertaken as part of their
course. This assignment required
students to develop a suitable assessment
model for discrete topics from the Design
and Communication Graphics syllabus.
The epistemological beliefs of many of the
postgraduate students in this study often
reflected a summative and dualistic
approach to assessment. Discrepancies
were also shown to exist between
students’ perceptions of apposite
pedagogy and their epistemological
positions. Findings from this initial study
highlight important questions surrounding
the epistemological beliefs of pre-service
technology teachers and the impact of
these positions on teacher pedagogy.