Assessment for learning in primary technology classrooms

Abstract

Emerging international research suggests that enhancing teacher student assessment for learning (AfL) interactions is a key to enhancing student learning. Planning frameworks that make explicit the multiple dimensions of technology can be used to extend teacher knowledge and focus interaction. Effective AfL interactions in technology encompass the multidimensional nature of technology, help students build continuity and coherence between ideas and actions over time, and are multimodal. AfL in primary technology classrooms is complex. Yet in this complexity there are rich opportunities for effective AfL interactions that contribute to students’ technology learning.