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The Inefficient Loneliness: A Descriptive Study about the Complexity of Assessment for Learning in Primary Technology Education
KTH, School of Education and Communication in Engineering Science (ECE), Lärande. (Teknikdidaktik)ORCID iD: 0000-0002-8889-2562
2012 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis provides findings from a qualitative study that explores the assessment process undertaken by teachers in Swedish primary technology education. The thesis aims to contribute to a deeper understanding of how teachers assess in technology education. In this study assessment with the purpose of acquiring information in order to adjust the teaching to the pupils’ needs for future progress is explored in particular. Teachers’ work with assessment is explored in two teacher-focused sub-studies. Sub-study 1 focuses on the long-cycle formative assessment and on the formal documentation of pupils’ attainment, the so-called IDP with written assessment. Sub-study 2 explores the short cycle of formative assessment and highlights two teachers’ classroom assessments practice. The results presented are built upon authentic samples of assessment documents (IDPs), classroom observations and teacher interviews.

The study shows that the teachers are alone in the planning, executing and follow-up of technology education. Support is both asked for and needed.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2012. , 100 p.
Series
Trita-ECE 2012:01, 2012:1
Keyword [en]
technology education, assessment, formative assessment, assessment for learning, primary education
Keyword [sv]
teknikundervisning, bedömning, formativ bedömning, bedömning för lärande, individuella utvecklingsplaner med skriftliga omdömen, iup, grundskola
Keyword [no]
vurdering for laring
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-104454ISBN: 978-91-7501-552-1 (print)OAI: oai:DiVA.org:kth-104454DiVA: diva2:565600
Presentation
2012-11-28, Sydöstra Galleriet, KTHB, Osquars backe 31, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

QC 20121109

Available from: 2012-11-08 Created: 2012-11-02 Last updated: 2015-03-04Bibliographically approved
List of papers
1. Exploring the (un-)usefulness of formative assessment documents in primary technology
Open this publication in new window or tab >>Exploring the (un-)usefulness of formative assessment documents in primary technology
2014 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 2, 141-161 p.Article in journal (Refereed) Published
Abstract [en]

Every student in the Swedish compulsory school system is entitled to information regarding their progress in all school subjects given. In 2008, a mandatory assessment tool, called the individual development plan (IDP) with written assessment, was introduced by the Government. The statutory purpose was to provide teachers with a formative assessment tool to be used mandatory in the follow-up of student’s progress all thru mandatory compulsory school (year 1–9). This study explores the use of the IDP documents in technology education. Authentic documents from different municipalities, different schools and different school years have been studied. In this article findings regarding formal assessment documents and teacher’s formal assessment practice in primary (year 1–6) technology education are presented.

Keyword
primary technology education, assessment document, individual development plan, written assessment, formative assessment, individuella utvecklingsplaner med skriftliga omdömen, iup, skriftliga omdömen, bedömning, formativ bedömning, uppföljning, teknikundervisning
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:kth:diva-104441 (URN)10.1007/s10798-013-9250-z (DOI)000340487500002 ()2-s2.0-84905638037 (Scopus ID)
Note

QC 20150623

Available from: 2012-11-02 Created: 2012-11-02 Last updated: 2017-12-07Bibliographically approved
2. Looking for a glimpse in the eye: A descriptive study of teachers’ work with assessment in technology education
Open this publication in new window or tab >>Looking for a glimpse in the eye: A descriptive study of teachers’ work with assessment in technology education
2013 (English)In: Technology teachers as researchers:: Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School / [ed] Inga-Britt Skogh & Marc J De Vries, Sense Publishers, 2013, 1, 255-283 p.Chapter in book (Refereed)
Abstract [en]

In order to position yourself with a Global Positioning System (GPS) device, you need (1) to have a GPS device with (2) accurate software, (3) the knowledge to use and interpret it, and last but not least (4) information from at least three different satellites in order to determine a position. Depending on the model and the coverage in the area, you can get different accuracy levels. Being a technology teacher myself, I can see many similarities between the traveller’s need for milestones along the road and the teachers’ need for several clear benchmarks to support the assessment work that supports the student’s progress. The importance of navigating at sea is familiar to me, after years of sailing on our family boat. Teaching could, in my experience, be seen in many respects as a similar activity, which put demands on all the participants. Neither teaching nor sailing is an easy, laid-back activity.

To ‘navigate’ students towards the goals of the curriculum, while making sure to keep every student ‘on-board’, is a challenge worthy of a world sailor. Despite thorough planning, you still need to make frequent check-ups, since you know neither exactly what will happen during the journey in advance nor which way to take to reach the wanted destination. This, I find, is part of the excitement/allure with travel, both as a sailor and teacher. In this study teachers’ day-to-day work with assessment to support the student’s progress is highlighted from the perspective of technology education. How does a technology teacher gather information in order to position her/his students before deciding on what step to take next?

Assessment and evaluation of student performance and progress in school is an ongoing process and far from consisting of only grades and test scores. Teachers make assessments/assess their students all the time with the intention of moving their students forward on their learning journey (Kimbell, 2007). They ask questions and they look for signs of response (‘a glimpse in the eye’) in the faces of their students. This subtle evaluation and appraisal work, which takes place every day in every classroom, is the focus of this article.

Place, publisher, year, edition, pages
Sense Publishers, 2013 Edition: 1
Series
International Technology Education Studies, 12
Keyword
technology education, classroom assessment, formative assessment, assessment for learning, documenting, teachers assessment practice, teknikundervisning, teknikdidaktik, formativ bedömning, bedömning, bedömning för lärande, feedback, vurdering for laring, vurdering, formativ
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-104450 (URN)978-94-6209-441-3 (ISBN)978-94-6209-442-0 (ISBN)978-94-6209-443-7 (ISBN)
Note

QC 20121108

Available from: 2012-11-02 Created: 2012-11-02 Last updated: 2016-04-18Bibliographically approved

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