Assessment in Schools – Technology Education and ICT

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People use technology to intervene in the world to expand their possibilities, applying both intellectual and practical resources. It encompasses more than information and communication technologies (ICTs). Technology is included as a curriculum area in many countries where increasing the levels of technological literacy is seen as of intrinsic value. Effective assessment in technology, both formative and summative, needs to accommodate the multifaceted and multimodal nature of technology. ICTs have the potential to enhance classroom assessment practices through the provision of additional modes of representing, recording, and reviewing information on student learning process and products.

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Alister is currently dean of the School of Education at the University of Waikato, Hamilton New Zealand. He is a former director of the Wilf Malcolm Institute of Educational Research. His research is in science and technology education at the national policy, classroom research, and curriculum level.

Bronwen is currently director of the Wilf Malcolm Institute of Educational Research at the University of Waikato, Hamilton New Zealand. She is a former director of the Centre for Science and Technology Education Research at the University of Waikato. Her research expertise is in the areas of assessment for learning in science and technology education, teacher professional development, and the role of ICTs in teaching and learning.

Judy is a Senior Research Fellow in the Wilf Malcolm Institute of Educational Research at the University of Waikato. She has particular research expertise in primary classroom based research in technology education. She has been involved as a senior researcher in a number of external research projects. Her research work is regularly cited and she works effectively with teachers in enhancing classroom practices.

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