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Criteria for Success: A study of primary teachers' assessment of e-portfolios
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik. (teknikdidaktik)ORCID iD: 0000-0002-8889-2562
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.ORCID iD: 0000-0003-3973-3466
2015 (English)In: Australasian Journal of Educational Technology, ISSN 1449-5554, E-ISSN 1449-5554Article in journal (Refereed) Published
Abstract [en]

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.
Keyword [en]
Assessment, technology education, primary school, e-portfolio, adaptive comparative judgments, teachers
Keyword [sv]
bedömning, e-portföljer, digitalt lärande, grundskola, teknik, parvisa jämförelser, teknikdidaktik, teknikundervisning, lärares bedömning, betygssättning
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
URN: urn:nbn:se:kth:diva-160094DOI: 10.15663/ajte.v2i1.27OAI: diva2:788412

QC 20150901

Available from: 2015-02-13 Created: 2015-02-13 Last updated: 2015-09-01Bibliographically approved
In thesis
1. 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.
TRITA-ECE, 2015:2
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
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)

QC 20150216

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

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