Teaching and Learning in technology for students aged between three and seven should be designed to build a strong base of understanding and internally driven interest and abilities related to our technological world. In this paper three dimensions of learning are explored as a tool to assess aspects of technology education in the upper early childhood and lower primary school sectors. In the New Zealand primary sector there are times when students might have achieved at one level but are not ready to move to a higher achievement level. When teaching and assessing technology, teachers rely curriculum and supporting documentation to assist with formative assessment. Technology education in the New Zealand early childhood sector is not as well-structured or defined as in primary, although students are given opportunities to recognise, use, make and evaluate technology across five strands in the Early Childhood Curriculum. Students are assessed in a range of dispositions but are not formally assessed in technology education. However, teachers may look for ways to extend students’ understanding of our technological world. This paper offers a way to broaden and deepen student learning without necessarily moving them to higher curriculum achievement levels by offering a tool to assist teachers giving feedback as a part of the formative assessment process in technology education. It is envisaged that this paper will precede empirical research on ways to broaden and deepen young students’ understanding in technological literacy in both sectors.