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dc.contributor.authorJones, Alister
dc.contributor.authorCowie, Bronwen
dc.contributor.authorMoreland, Judy
dc.date.accessioned2013-01-08T22:54:04Z
dc.date.available2013-01-08T22:54:04Z
dc.date.copyright2010
dc.date.issued2010
dc.identifier.citationJones, A., Cowie, B., & Moreland, J. (2010). Assessment in schools – Technology education and ICT. In International Encyclopedia of Education (pp. 311-315). Elsevier.en_NZ
dc.identifier.isbn9780080448947
dc.identifier.urihttps://hdl.handle.net/10289/6999
dc.description.abstractPeople use technology to intervene in the world to expand their possibilities, applying both intellectual and practical resources. It encompasses more than information and communication technologies (ICTs). Technology is included as a curriculum area in many countries where increasing the levels of technological literacy is seen as of intrinsic value. Effective assessment in technology, both formative and summative, needs to accommodate the multifaceted and multimodal nature of technology. ICTs have the potential to enhance classroom assessment practices through the provision of additional modes of representing, recording, and reviewing information on student learning process and products.en_NZ
dc.language.isoen
dc.publisherElsevieren_NZ
dc.subjectClassroom interactionsen_NZ
dc.subjectCurriculumen_NZ
dc.subjectFeedbacken_NZ
dc.subjectFormative assessmenten_NZ
dc.subjectICTen_NZ
dc.subjectMultimodalen_NZ
dc.subjectPedagogical content knowledgeen_NZ
dc.subjectSummative assessmenten_NZ
dc.subjectTechnologyen_NZ
dc.subjectTechnology educationen_NZ
dc.titleAssessment in schools – Technology education and ICTen_NZ
dc.typeChapter in Booken_NZ
dc.identifier.doi10.1016/B978-0-08-044894-7.00321-3en_NZ
dc.relation.isPartOfInternational Encyclopedia of Education, vol.3en_NZ
pubs.begin-page311en_NZ
pubs.elements-id9310
pubs.end-page315en_NZ


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