Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Investigating technology teachers’ self-efficacy on assessment
KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.ORCID-id: 0000-0002-8889-2562
KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.ORCID-id: 0000-0002-6982-7116
2015 (Engelska)Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, nr 3, s. 321-337Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study explores possible differences in the views on assessment between two groups of teachers teaching technology in compulsory school: 1) teachers with subject-specific teacher training in technology education; and 2) teachers without such training. This topic is of particular interest because of the recent changes in the regulations that govern compulsory schools in Sweden, such that only certified teachers now will be permitted to teach and assign grades, despite the clear lack of certified teachers in technology education. The study is situated in two fields of interest—technology education and assessment. Both topics are highly relevant, especially in combination, because previous research on teachers’ assessment practices in technology is rare. In this study, the goal is to contribute to deepening the understanding of how subject-specific teacher training affects teachers’ ability to assess students’ knowledge while maintaining alignment with stated regulations. The results show significant difference between these two groups’ use of curriculum documents as the basis of their teaching and their self-efficacy in assessing student’s knowledge in technology. The results suggest interesting possibilities for curriculum alignment and indicate that the opportunities for student learning increase according to whether teachers are specifically trained in the subject. 

Ort, förlag, år, upplaga, sidor
Springer Publishing Company, 2015. Vol. 25, nr 3, s. 321-337
Nyckelord [en]
Assessment, Certified teacher, Compulsory schooling, Self-efficacy, Teacher education, Teacher training, Technology education
Nyckelord [sv]
Bedömning, lärarutbildning, lärarlegitimation, utbildade lärare, självbild, grundskola, teknikundervisning
Nyckelord [no]
vurdering, lærer, lærerutdanning, teknologi utdanning
Nationell ämneskategori
Teknik och teknologier
Forskningsämne
Teknikvetenskapens lärande och kommunikation
Identifikatorer
URN: urn:nbn:se:kth:diva-152549DOI: 10.1007/s10798-014-9285-9ISI: 000357342400002Scopus ID: 2-s2.0-84957975860OAI: oai:DiVA.org:kth-152549DiVA, id: diva2:750426
Anmärkning

Updated from Accepted to Published. QC 20150707

Tillgänglig från: 2014-09-29 Skapad: 2014-09-29 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
Ingår i avhandling
1. Assidere Necesse Est: Necessities and complexities regarding teachers’ assessment practices in technology education
Öppna denna publikation i ny flik eller fönster >>Assidere Necesse Est: Necessities and complexities regarding teachers’ assessment practices in technology education
2015 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment.

The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minute-by-minute classroom assessment; teachers’ views on assessment and finally teachers’ statements and motives relating to criteria for success while assessing students’ e-portfolios.

The choice of methods varies, depending on the focus of each sub-study, including quantitative data, collected from official governmental databases, software-generated statistical data and questionnaires as well as qualitative methods such as observations and interviews.

Formal documents proved to be unsupportive for teachers’ assessment practices. Lack of instruction and deficiencies in design templates made these documents practically useless. The classroom study shows that the studied teachers have great ambitions for their pupils to succeed but lack collegial support concerning their assessment practices. Findings also show that teachers who are specifically trained in technology show higher self-efficacy regarding their assessment practices. Based on the results from the teachers' assessments of e-portfolios, it is concluded that there is consensus among the teachers to focus on the whole rather than on particular details in student’s work. The overall results strengthen the importance of designing activities and that students should be taught and not left to unreflective doing in technology.

Teachers’ assessment practices are complex. This thesis shows that teachers work with assessment in different ways. It is also shown that the educational environment is not supportive enough. Assessment is a necessity in the endeavour of bridging teaching and learning in technology, thus affordance for teachers’ assessment practices must be increased. 

Ort, förlag, år, upplaga, sidor
Stockholm: KTH Royal Institute of Technology, 2015. s. 89
Serie
TRITA-ECE ; 2015:2
Nyckelord
technology education, primary education, assessment, classroom assessment, formative assessment, assessment for learning, self-efficacy, e-portfolio, e-assessment, engineering education, STEM, teknikundervisning, teknikdidaktik, formativ bedömning, bedömning, grundskola, klassrumsbedömning, bedömning för lärande, betyg, vurdering, vurdering for laring
Nationell ämneskategori
Teknik och teknologier
Forskningsämne
Teknikvetenskapens lärande och kommunikation
Identifikatorer
urn:nbn:se:kth:diva-160092 (URN)978-91-7595-459-2 (ISBN)
Disputation
2015-03-06, Kollegiesalen, Brinellvägen 8, KTH, Stockholm, 14:00 (Engelska)
Opponent
Handledare
Anmärkning

QC 20150216

Tillgänglig från: 2015-02-16 Skapad: 2015-02-13 Senast uppdaterad: 2015-02-16Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltextScopus

Personposter BETA

Hartell, EvaSvärdh, Joakim

Sök vidare i DiVA

Av författaren/redaktören
Hartell, EvaGumaelius, LenaSvärdh, Joakim
Av organisationen
Teknikdidaktik
I samma tidskrift
International journal of technology and design education
Teknik och teknologier

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 626 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf