Assessment for learning in primary technology classrooms

Judy Moreland, Bronwen Cowie, Alister Jones
2007, Vol. 12, No. 2,

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.

Keywords


Primary ; Assessment for learning ; Technological literacy ; Pedagogical content knowledge

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