Assessment for learning in primary technology classrooms
Main Article Content
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.
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.
Article Details
How to Cite
MORELAND, Judy; COWIE, Bronwen; JONES, Alister.
Assessment for learning in primary technology classrooms.
Design and Technology Education: an International Journal, [S.l.], v. 12, n. 2, apr. 2008.
ISSN 1360-1431.
Available at: <https://ojs.lboro.ac.uk/DATE/article/view/Journal_12.2_0707_RES3>. Date accessed: 25 mar. 2023.
Keywords
Primary ; Assessment for learning ; Technological literacy ; Pedagogical content knowledge
Issue
Section
Research
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