Element 4 Aspect 2: Assessment
Teacher Education – Pre-service
Aspect 2: Assessment
Describes assessment practices appropriate to technology education.
To help student teachers understand assessment practices that enhance the learning process and outcomes.
Assessment practices, learning process, outcomes.
Title: Mioduser, D. (2009). Learning technological problem solving – A cognitive/epistemological perspective. In A. Jones and M. de Vries (Eds.), International Handbook of Research and Development in Technology Education (pp. 391-406). Rotterdam: Sense Publishers.
As the title suggests, the article presents a cognitive/epistemological perspective of technological problem solving. The article is based on work being done in kindergartens as part of the Designing Minds project and presents the rationale and conceptual framework of the project as well as descriptions of the components of the model developed by the project. The Designing Minds model is based on five main stands: The designed/artificial world, Problem solving, Design, Notations, and Understanding and constructing artificial behaviour. The paper provides interesting examples of implementation of each of these strands.
Results from the project leads the writer to make two important claims: Claim 1 – Teaching/learning technological problem solving should be integral to the early stages of children's intellectual development, and Claim 2 – Teaching/learning technological problem solving should be based on students' evolving cognitive models of the design process.
The paper provides plenty of 'food for thought' regarding technological problem solving and how it might be approached with young learners. There can be a tendency for educators to think that design and technological problem solving is the domain of older students but this paper shows that young children are very capable in these areas and makes a strong case for beginning this learning as early as possible.
Keywords: cognitive, epistemological, problem solving, design.
Review by: Mike Forret.
Title: International reflections, International trends in curriculum and assessment
Reference: Kimbell, R. (1997). International reflections, International trends in curriculum and assessment. Assessing technology (pp.227-241). Buckingham: Open University Press (link to source if possible)
Review Statement: In this chapter the author reflects on the assessment practices he has reviewed from around the globe. After highlighting some key features of each he discusses the limitations of atomised assessment. He argues that there is a false dichotomy of norms and criteria. I particularly liked the discussion about the emergence and acceptance of new technology curricula. He identifies a four stage process for successful curriculum development. I like to contrast this with the New Zealand experience.
Keywords: curriculum, assessment – atomised, norms and criteria based.
Reviewer: Gary O'Sullivan.
Title: Enhancing student learning in technology through enhancing teacher technological literacy.
Reference: Moreland, J., Jones, A., & Chambers, M. (2001,October). Enhancing student learning in technology through enhancing teacher technological literacy. Paper presented at technology Education New Zealand Conference, Wellington, New Zealand
Review statement: This paper presents one perspective about how to enhance learning in technology. Of particular interest is an excellent section, which discusses the important role of formative assessment in technology education. This section clearly articulates how formative feedback can support and enhance learning in technology.
Reviewer: Moira Patterson
Keywords: Formative assessment.
Title: Clarifying Sustainable Food Technology Futures through Technacy Genre Theory
Reference: Turner, A., and Seemann, D. Clarifying Sustainable Food Technology Futures through Technacy Genre Theory. Southern Cross University, Coffs Harbour NSW 2450, Australia. Corresponding email: email@example.com.
Review Statement: In order for education systems to nurture a culture of innovation and sustainability in the school staff room, this research asserts that far greater clarity and classification methods need to be employed to define exactly what the subject matter and learner attributes in schools are meant to address compared to the wider world demands upon it.
This paper presents research recently undertaken that sought to clarify apparent confusion between the school view of the field of knowledge known as 'Food Technology' in Australia and the wider professional views of the same. Food Technology was selected as a curriculum issue for clarification research because world food supplies have reached serious levels of concern (Food and Agriculture Organisation of the United Nations, 2010), demanding that society develop more innovators in this area for our future. Yet the same subject area in school systems can often be presented in much more conservative forms. The core of this paper clarifies the perceptions between schools and the wider profession, and in this process identifies whether the two domains of practice are essentially referring to two separate forms of Technacy Genre. The role education can play in helping prepare society to develop a culture of innovation and sustainability around food practice is crucial and deserves clarification.
This paper offers a useful overview of food technology in the first instance. Also highlights issues around sustainability.
Keywords: Food Technology; Technacy Genre Theory; Sustainability; Innovation; Curriculum and Food Science Education.
Reviewed by: Wendy Fox-Turnbull
Title: Ethics in the science and technology classroom
Reference: Jones, A., McKim, A., and Reiss, M. (2010). Ethics in the science and technology classroom. Sense Publishers, 2010 - 144 pages books.google.co.nz/books?sitesec=reviews&id=2AP8RQAACAAJ
This edited book on ethics represents the outcomes of an international collaborative project that examined the role and place of bioethics in science and technology curricula. As science and technology advance, ethical issues increasingly are brought to the fore not only both for scientists and technologists but also for the general public. Science and technology education also reflects this shift and thinking, and teaching about ethics in the school curriculum has increased. A greater emphasis is being placed on society's general scientific and technological literacy and this includes an understanding of socio-scientific issues including ethical decision-making. Although this book has a focus on ethics in the school science and technology curriculum, we believe it will also prove useful for those thinking about ethical decision making in a range of contexts outside of the school sector. The book will prove useful for University lecturers, teachers, curriculum developers and policy makers and those that are involved in science and technology decision making more broadly.
Reviewer: Mike Forret
Keywords: ethics, science, technology, technology education
Title: Design and Technology: Inside the Black Box
Reference: Moreland, J., Alister Jones, A., and Barlex, D. (2008), Design and Technology: Inside the Black Box, The Black Box Assessment for Learning Series
Editors: Paul Black, Christine Harrison, Bethan Marshall and Dylan Wiliam, London: GL Assessment Group. ISBN 978 0 7087 1764 6
This book rests heavily on work from Black and Wiliam's work reported in their book Inside the Black Box and subsequent work by the GL Assessment Reform Group. It works on the premise that assessment should promote students learning. The booklet offers advice on how to interact with students effectively to promote their learning. The specific aim of the book is the improvement of learning in technology.
Keywords: Formative Assessment, promoting learning, classroom dialogue, feedback, peer and self assessment
Reviewed by: Wendy Fox-Turnbull
Title: Technology Indicators of Progression
Reference: Technology Indicators of Progression. http://www.techlink.org.nz/curriculum-support/indicators/index.htm
Review Statement: The Indicators of Progression provide support for teachers to interpret the Achievement Objectives (AOs) for each strand of the technology curriculum within The New Zealand Curriculum (NZC) (2007). There are three matrices, each focussed on one of the three strands of the technology curriculum, describing the eight levels of the NZC.
Key phrases: Indicators of Progression, Achievement Objectives, Teacher Guidance, Indicators
Title: Learning Progression Diagrams
Reference: Learning Progression Diagrams. http://www.techlink.org.nz/curriculum-support/Progression-Diagrams/index.htm
Review Statement: The Learning Progression Diagrams show how learning progresses between the indicators within and across levels for each component of the Technology curriculum: Brief Development, Planning for Practice, Outcome Development and Evaluation, Characteristics of Technology, Characteristics of Technological Outcomes, Technological Modelling, Technological Products and Technological Systems.
Key phrases: Learning Progression Diagrams, Indicators of Progression, Achievement Objectives, Teacher Guidance, Indicators