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Assessment: Feedback from Our Pasts, Feedforward for Our Futures

Stables, Kay. 2014. Assessment: Feedback from Our Pasts, Feedforward for Our Futures. In: P John Williams; Alister Jones and Cathy Buntting, eds. The Future of Technology Education. Singapore: Springer, pp. 121-142. ISBN 978-981-287-169-5 [Book Section]

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Abstract or Description

This chapter begins by pointing out that the behaviourist paradigm that still largely dominates assessment practices conflicts with more progressive understandings of constructivist and sociocultural approaches to learning and teaching. In order to progress assessment in Technology Education, Kay argues for adopting a pedagogic approach to assessment (where both teaching and assessment practices aim to support learning), maintaining authenticity in activities through which assessment is being undertaken, recognising the importance of judgement in valid processes of assessment, and maintaining a focus on equity and the inclusive role of the learner. The chapter also considers the potential affordances of new technologies in assessment. The chapter concludes by pointing out that future developments should support teachers to align learning and assessment. This is to ensure that learners engage in technological practice that makes visible to them and their teachers and assessors the learning that has taken place and the capability that has been developed.

Item Type:

Book Section

Identification Number (DOI):

https://doi.org/10.1007/978-981-287-170-1_7

Keywords:

Pedagogic Content Knowledge, National Curriculum, Assessment Activity, Assessment Practice, Summative Assessment

Departments, Centres and Research Units:

Design

Dates:

DateEvent
20 October 2014Published Online

Item ID:

26648

Date Deposited:

23 Jul 2019 08:46

Last Modified:

07 Oct 2019 22:28

URI:

http://research.gold.ac.uk/id/eprint/26648

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