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dc.contributor.authorMoreland, Judy
dc.contributor.authorJones, Alister
dc.date.accessioned2012-12-02T22:15:42Z
dc.date.available2012-12-02T22:15:42Z
dc.date.copyright2000-01
dc.date.issued2000
dc.identifier.citationMoreland, J. & Jones, A. (2000). Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology. International Journal of Technology and Design Education, 10(3), 283-305.en_NZ
dc.identifier.issn1573-1804
dc.identifier.urihttps://hdl.handle.net/10289/6916
dc.description.abstractThis paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project. Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding. The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.en_NZ
dc.language.isoen
dc.publisherSpringer Verlagen_NZ
dc.relation.ispartofInternational Journal of Technology and Design Education
dc.subjectconceptual and procedural aspecten_NZ
dc.subjectformative assessmenten_NZ
dc.subjectsummative assessmenten_NZ
dc.subjecttechnology educationen_NZ
dc.titleEmerging assessment practices in an emergent curriculum: implications for technologyen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1023/A:1008990307060en_NZ
dc.relation.isPartOfInternational Journal of Technology and Design Educationen_NZ
pubs.begin-page283en_NZ
pubs.elements-id41513
pubs.end-page305en_NZ
pubs.issue3en_NZ
pubs.volume10en_NZ


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