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dc.contributor.authorMoreland, Judy
dc.contributor.authorCowie, Bronwen
dc.contributor.authorJones, Alister
dc.date.accessioned2009-04-16T02:08:27Z
dc.date.available2009-04-16T02:08:27Z
dc.date.issued2007
dc.identifier.citationMoreland, J., Cowie, B. & Jones, A. (2007). Assessment for learning in primary technology classrooms. Design and Technology Education: An International Journal, 12(2), 37-48.en
dc.identifier.urihttps://hdl.handle.net/10289/2096
dc.description.abstractEmerging 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherTrentham Books Ltden_NZ
dc.relation.urihttp://ojs.lboro.ac.uk/ojs/index.php/DATE/article/viewFile/Journal_12.2_0707_RES3/55en
dc.rightsThis is the published version of an article published in the journal: Design and Technology Education: An International Journal. Used with permission.en
dc.subjectprimaryen
dc.subjectassessment for learningen
dc.subjecttechnological literacyen
dc.subjectpedagogical content knowledgeen
dc.titleAssessment for learning in primary technology classroomsen
dc.typeJournal Articleen
dc.relation.isPartOfDesign and Technology Education: An International Journalen_NZ
pubs.begin-page37en_NZ
pubs.elements-id32495
pubs.end-page48en_NZ
pubs.issue2en_NZ
pubs.volume12en_NZ


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