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Looking for a glimpse in the eye: A descriptive study of teachers’ work with assessment in technology education
KTH, School of Education and Communication in Engineering Science (ECE), Learning. (Teknikdidaktik)ORCID iD: 0000-0002-8889-2562
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, 1. 255-283 p.
Series
International Technology Education Studies, 12
Keyword [en]
technology education, classroom assessment, formative assessment, assessment for learning, documenting, teachers assessment practice
Keyword [sv]
teknikundervisning, teknikdidaktik, formativ bedömning, bedömning, bedömning för lärande, feedback
Keyword [no]
vurdering for laring, vurdering, formativ
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-104450ISBN: 978-94-6209-441-3 (print)ISBN: 978-94-6209-442-0 (print)ISBN: 978-94-6209-443-7 (print)OAI: oai:DiVA.org:kth-104450DiVA: diva2:564728
Note

QC 20121108

Available from: 2012-11-02 Created: 2012-11-02 Last updated: 2016-04-18Bibliographically approved
In thesis
1. The Inefficient Loneliness: A Descriptive Study about the Complexity of Assessment for Learning in Primary Technology Education
Open this publication in new window or tab >>The Inefficient Loneliness: A Descriptive Study about the Complexity of Assessment for Learning in Primary Technology Education
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
technology education, assessment, formative assessment, assessment for learning, primary education, teknikundervisning, bedömning, formativ bedömning, bedömning för lärande, individuella utvecklingsplaner med skriftliga omdömen, iup, grundskola, vurdering for laring
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-104454 (URN)978-91-7501-552-1 (ISBN)
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
2. Assidere Necesse Est: Necessities and complexities regarding teachers’ assessment practices in technology education
Open this publication in new window or tab >>Assidere Necesse Est: Necessities and complexities regarding teachers’ assessment practices in technology education
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
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. 

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2015. 89 p.
Series
TRITA-ECE, 2015:2
Keyword
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
National Category
Engineering and Technology
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-160092 (URN)978-91-7595-459-2 (ISBN)
Public defence
2015-03-06, Kollegiesalen, Brinellvägen 8, KTH, Stockholm, 14:00 (English)
Opponent
Supervisors
Note

QC 20150216

Available from: 2015-02-16 Created: 2015-02-13 Last updated: 2015-02-16Bibliographically approved

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