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ERIC Number: ED449304
Record Type: Non-Journal
Publication Date: 2000-Dec-14
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learnability vs. Assessment Competency as a Constitutive Step for Planning Improvement in Technology Education.
Al-Mallah, Saeed T.; Al-Malik, Abdulaziz
Technology education planners must evaluate, change, and modify content to match rapid international advancements. Verification of seen and unseen factors that would improve technology education output is possible through periodic assessment of student learnability competence. The ultimate tool in researching student learnability is the assessment competency of the teacher. A topical outline has been suggested for a course resulting in competence in learnability assessment. Possible objectives have been developed. The content of such a course would include the required three desirable attributes of educational and psychological measuring devices: validity, reliability, and usability. Observations by teachers should get at typical student behaviors in the affective domain. Assessment competency can be completed either by formal testing with published and teacher-made tests or by observing and scaling students' typical classroom behavior. Recommendations for technology education planning through the intermediate step of learnability assessment competence are: planning to meet objectives; students' computerized academic behavior and fruitfulness of assessment; assessment of immediate practical needs; straightening technology education curriculum; required ongoing assessment; direct access to technology education resources; and technology advancement and nonstop planning. (Contains 23 references.) (YLB)
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia