Design and Technology Education (LJMU)
Not a member yet
602 research outputs found
Sort by
An International Overview of Assessment Issues in Technology Education: Disentangling the influences, confusion and complexities
Get PDFSet in the context of wider research, this review of international literature describes some of the issues that contribute towards the prevailing confusion regarding the ‘what’, ‘when’ and ‘why’ of assessment. It explores the complexities embedded within assessment of, for and as learning and the difficulties arising in Technology Education. It discusses what comprises the goals and purposes, and precise nature of ‘content’ and how this impacts on what is considered as important to measure in terms of attainment, performance and achievement in Technology Education. The paper examines the influence of external assessment, the influence of the teacher and the influence of the various approaches and instruments of assessment on pedagogy, achievement and learner performance and motivation. The dimensions and discriminators of performance and progression in Technology Education are complex. The key issues need to be disentangled to provide some clarity and inform practice. Greater creativity is needed to help devise multi-dimension, multi-expression assessment strategies which celebrate the complexity and influence pedagogyappropriate for learning in the 21st century
Assessment for Learning in Primary Technology Classrooms
Get PDFEmerging 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
Assessing Capability in Design and Technology: The case for a minimally invasive approach
Get PDFThe approach to assessing capability in design and technology advocated requires four features. First, there is the requirement for tasks that are culturally and personally authentic through which pupils can demonstrate designerly behaviour by making design decisions. Second, there is the requirement that the pupils use job bags, whose contents are based on utility, as the means of making and recording their design decisions. Third there is the requirement that scripted probes are used at key points in the design task to enable pupils to divulge and record their designerly thinking through revealing and justifying their design decisions. Fourth, it requires teachers to play the part of mentor and client in helping pupils use the scripted probes effectively. The paper is in seven parts. Part 1 briefly explores the difficulties in defining designerly activity. Part 2 considers some of the problems in revealing designerly activity. Part 3 considers the nature of tasks that might be appropriate for assessment in design and technology. Part 4 considers how designing might be describes as a set of interrelated design decisions. Part 5 describes how such design decisions might be revealed and justified through the use of a series of scripted probes. Part 6 considers the nature of the portfolio that enables pupils to make design decisions. In the conclusion, the paper summarises the approach to assessment developed so far and justifies it in terms of overcoming the problems of revealing designerly activity and having minimum impact on the pupils experience of designing. While most of the examples in this paper are drawn from the specific context of assessment in England and Wales, the ideas and issues raised and discussed will have relevance for all concerned with developing authentic approaches to assessment in Technology Education
Assessment of Technological Literacy in the United States
Get PDFOver the past decade, several prominent U.S. organizations have suggested Americans – particularlyAmerican students – should be more knowledgeable about technology to be successful, well-rounded citizens. However, these urgings have been made largely in the absence of data about technological literacy in the United States. The lack of such data reflects a near-absence of assessment of this critical competency. To help address this problem, The National Academies launched a study of the opportunities and obstacles to developing one or more scientifically valid and broadly useful assessment instruments for technological literacy. The paper provides background to the Academies and the study, proposes working definitions of technology and technological literacy, summarizes technology-related assessment instruments analyzed by the study committee, presents a conceptual framework suitable for constructing new assessments in this domain, and suggests future steps that might be needed to make assessment of technological literacy more prevalent
We Feel Therefore We Learn: The location of emotion in the creative and learning experience (Part 1).: Paper adapted from the Keynote presented on 5 July at the Design and Technology Association Education and International Research Conference 2007 University of Wolverhampton, Telford.
Get PDFThis paper, in two parts, offers a broad overview of new opportunities for considering the location of emotion within a creative, learning and product orientated design and technology experience. The paper builds upon the author’s previous work and considers the location of emotion in three fluid domains: Person, Process and Product. The paper argues that for truly creative, engaging learning experience, the location of emotion is central but, more importantly, understanding the relationship of emotion to our decisions making offers greater opportunities for our future creative development
Matching Mental Models: The starting point for authentic assessment in robotics
Get PDFThis paper discusses the matches and mismatches that occur between the mental models held by the teacher and students undertaking a robotics activity in an Australian school. It proposes that an understanding of participants’ mental models of learning and assessment plays an important role in planning for, and reporting, on authentic assessment of a technology-based activity. The longitudinal project, over 20 months, was an empirical qualitative study centred within information processing theory and linked with the introspection mediating process tracing paradigm. It involved students and their teacher in a socio-economically diverse urban Australian primary school and aimed to establish how the identification of participants’ mental models can assist in the authentic assessment of learning through a richer understanding of the cognitive development taking place in a technology based learning experience.Robotics, as a component of the Queensland Technology Years 1 to 10 Syllabus published in 2003, provides a rich, multi-disciplinary environment in which to engage middle years students in Australia. The syllabus document provides guidance on planning and assessment for design and technology activities and provides a specific module for robotics. However, engagement is not enough to ensure learning. All participants, students or teachers, bring to such activities their own mental models of robotics, learning, and assessment. Can understanding the matches and mismatches of such mental models provide a greater understanding of the individual’s learning journey and the suitable assessment practices required to map the journey? This paper explores the participants’ mental models at the halfway point of the project
Data sources:
LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...
Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
Do you manage Design and Technology Education (LJMU)? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!