Criteria for Success: A study of primary teachers' assessment of e-portfolios
2015 (English)In: Australasian Journal of Educational Technology, ISSN 1449-5554, E-ISSN 1449-5554Article in journal (Refereed) Published
Transparency regarding criteria for success in assessment processes is challenging for most teachers. The context of this study is primary school technology education. With the purpose to establish what criteria for success teachers put forward during the act of assessment, think-aloud protocols were collected from five primary teachers during an assessment act. Results are based on content analysis of think-aloud protocols and quantitative measures of reliability in order to ascertain teachers’ motives for decision-making when assessing Year 5 pupils’ multimodal e-portfolios.
Findings show consensus among these teachers, focusing on the execution of the task in relation to the whole, rather than to particular pieces of student work. The results confirm the importance of task design, where active learning in combination with active tutoring is an integral part, including provision of time and space for pupils to finish their work.
Place, publisher, year, edition, pages
Waikato: University of Waikato , 2015.
Assessment, technology education, primary school, e-portfolio, adaptive comparative judgments, teachers
bedömning, e-portföljer, digitalt lärande, grundskola, teknik, parvisa jämförelser, teknikdidaktik, teknikundervisning, lärares bedömning, betygssättning
Research subject Education and Communication in the Technological Sciences
IdentifiersURN: urn:nbn:se:kth:diva-160094DOI: 10.15663/ajte.v2i1.27OAI: oai:DiVA.org:kth-160094DiVA: diva2:788412
QC 201509012015-02-132015-02-132015-09-01Bibliographically approved