International Journal of Technology and Design Education

, Volume 16, Issue 1, pp 53–77

The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education

Authors

    • Senior Lecturer in Technology Education and Professional StudiesChristchurch College of Education
Article

DOI: 10.1007/s10798-005-2109-1

Cite this article as:
Fox-Turnbull, W. Int J Technol Des Educ (2006) 16: 53. doi:10.1007/s10798-005-2109-1

Abstract

Students involved in holistic technological practice need to develop an understanding of technological practice outside the classroom and to participate in tasks set as close as practicable to actual technological practice. This paper investigates the context of assessment and its relationship to achievement and the importance of teacher knowledge to student technological practice. I argue that ‘out of context’ assessment tasks do not give an accurate indication of achievement levels of the children assessed. Introduced is the Model of Student Technological Practice, which identifies four constraints that influence student technological practice. A significant factor is teacher knowledge, as it impacts greatly on the quality of feedback given to students by their teachers. Timely teacher intervention and formative assessment feedback will alter student technological practice and should improve the students’ likelihood of developing successful outcomes.

Keywords

authentic assessmentstudent technological practicetechnological practicetechnology education

Copyright information

© Springer 2006