The influences of teacher knowledge and authentic formative assessment on student learning in technology education

Type of content
Journal Article
Thesis discipline
Degree name
Publisher
University of Canterbury. College of Education.
University of Canterbury. School of Sciences and Physical Education.
Journal Title
Journal ISSN
Volume Title
Language
Date
2006
Authors
Fox-Turnbull, W.
Abstract

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.

Description
Citation
Fox-Turnbull, W. (2006) The influences of teacher knowledge and authentic formative assessment on student learning in technology education. International Journal of Technology and Design Education, 16(1), pp. 53-77.
Keywords
technology education, authentic assessment, technological practice, student technological practice
Ngā upoko tukutuku/Māori subject headings
ANZSRC fields of research
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