Design and Technology Education
An International Journal
Set in the context of wider research, this review of international literature describes some of the issues that contribute towards the prevailing confusion regarding the 'what', 'when' and 'why' of assessment. It explores the complexities embedded within assessment of, for and as learning and the difficulties arising in Technology Education. It discusses what comprises the goals and purposes, and precise nature of 'content' and how this impacts on what is considered as important to measure in
... ant to measure in terms of attainment, performance and achievement in Technology Education. The paper examines the influence of external assessment, the influence of the teacher and the influence of the various approaches and instruments of assessment on pedagogy, achievement and learner performance and motivation. The dimensions and discriminators of performance and progression in Technology Education are complex. The key issues need to be disentangled to provide some clarity and inform practice. Greater creativity is needed to help devise multi-dimension, multi-expression assessment strategies which celebrate the complexity and influence pedagogy appropriate for learning in the 21st century. Key words assessment is for learning; formative assessment; summative assessment; holistic assessment; motivation and goal orientation; teacher influence Background Context: current thinking about assessment A progressive rethinking of education has created a climate where assessment is about more than marks of attainment. Assessment has the potential to enable learners to reflect on their own learning and make judgements on their strengths, recognise achievements and help identify aspects that require improvement. This creates a sustainable approach and attitude that is conducive for lifelong learning.