Criteria for Success Emphasized by Primary Technology Teachers
2014 (English)In: Technology Education: Learning for life. Volume One / [ed] Howard Middleton, Sydney Australia: Griffith University , 2014, 113-122 p.Conference paper (Refereed)
Teachers work with assessment in various ways with the intention of moving their pupils forward. However, moving pupils forward is not always beneficial for learning, as the direction of forward matters too, as well as knowing when arrived. Especially when the purpose of assessment is to move the learners forward towards learning intentions aligned to the curriculum, it gets complicated. When handled with care, feedback has been identified as a key strategy for learning. However, the results of feedback are difficult to foresee. Criteria for success play an important role for feedback, as every pupil benefit of transparency regarding learning intentions and criteria for success. This paper presents findings from an on-going study, on what criteria for success primary school teachers express during an assessment act. The context of our study is primary school technology education in Sweden, and the objects of study are think-aloud protocols collected from five teachers while assessing 22 pupils’ multimodal e-portfolios.
Place, publisher, year, edition, pages
Sydney Australia: Griffith University , 2014. 113-122 p.
Technology education, criteria for success, teacher-based assessment, adaptive comparative judgement, feedback, primary education, e-portfolios
teknikdidaktik, bedömning, parvisa jämförelser, klassrumsbedömning, e-portföljer, grundskola
Research subject Education and Communication in the Technological Sciences
IdentifiersURN: urn:nbn:se:kth:diva-157739ISBN: 978-0-9942027-0-3OAI: oai:DiVA.org:kth-157739DiVA: diva2:771469
8th Biennial International Conference on Technology Education Research Sydney, Australia, 26-29 November 2014
QC 201412152014-12-142014-12-142015-03-04Bibliographically approved