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ERIC Number: EJ813525
Record Type: Journal
Publication Date: 2006-Jan
Pages: 25
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0957-7572
The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education
Fox-Turnbull, Wendy
International Journal of Technology and Design Education, v16 n1 p53-77 Jan 2006
Students involved in holistic technological practice need to develop an understanding of technological practice outside the classroom and to participate in tasks set as close as practicable to actual technological practice. This paper investigates the context of assessment and its relationship to achievement and the importance of teacher knowledge to student technological practice. I argue that "out of context" assessment tasks do not give an accurate indication of achievement levels of the children assessed. Introduced is the Model of Student Technological Practice, which identifies four constraints that influence student technological practice. A significant factor is teacher knowledge, as it impacts greatly on the quality of feedback given to students by their teachers. Timely teacher intervention and formative assessment feedback will alter student technological practice and should improve the students' likelihood of developing successful outcomes.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A