Assessment issues are further complicated in Technology Education because of its unique methodology. The research questions addressed in this study were: What do 7th grade teachers value in Technology Education.
Introduction
It was quite difficult for many teachers to make the transition from the traditional way of awarding marks to the use of formative assessments of learners. As a result of insufficient professional development by the DoE in Technology Education, many teachers were not sufficiently prepared to teach and assess the learning area (Van Niekerk et al., 2005; DoE, 2002).
Background and educational context
Inclusion of Technology Education in other parts of the world
Inclusion of Technology Education within the South African curriculum
- A brief historical account of education before 1994
- Post Apartheid review of education: Introduction of C2005…
In early 1994, a National Task Team was appointed to 'pioneer' the introduction of technology education in schools. But apart from the fact that the Technology Education curriculum document was more user-friendly, the actual implementation of the learning area in the classroom was still problematic (Rietsma & Mentz, 2006).
Rationale
The literature consulted further qualifies my rationale for this study, as it appears that issues surrounding assessment practices in Technology Education are proving to be problematic both locally and internationally. This indicates that there is a gap and that there is a need for research to be conducted in classrooms so that teacher evaluation practices in Technology Education within the South African context can be further explored.
Purpose of the study
I gained knowledge and insight into my field of study which had a direct impact on my teaching and assessment practices. This is validated by Malcolm Welch (2001) of Queen's University, Canada, who states that issues surrounding assessment in Technology Education are unresolved and are constantly debated, and that there is a definite need for classroom research to improve teacher assessment practices. Identify .
Critical questions
Significance of the study
Methodology
Conclusion
Overview of chapter
In light of the above and to gain greater insight into and understanding of Technology Education assessment practices, it is essential to this study that we understand what these changes were and how they impacted teacher assessment practices. As this chapter unfolds, the following aspects will be addressed: the transition from traditional assessment to alternative assessment; assessment practices within the NCS with a specific focus on Technology Education; the unique nature of Technology Education and its impact on assessment practices internationally; challenges teachers face in assessing Technology Education; and finally the theoretical framework used in this study.
Transition from traditional assessment system to current assessment trends…
General overview of assessment practices
Van der Horst and McDonald (2005) state that it is crucial when using certain assessment methods that there is a clear indication of the content to be taught. Practical tests examine the process of doing and not just the final product; as a result, the teacher observes the different stages of the learning process (Cohen et al., 2004).
Assessment practices within the NCS
NCS assessment guidelines for Technology Education
The guidance set out in this document regarding the assessment of technology education can apply to any learning area in the NCS. No specific and explicit guidance is provided on assessment or the implementation of assessment practices related to technology education.
Approach to teaching Technology Education
Approach to teaching Technology Education in South Africa
Within the South African context, the problem-solving element and the design-make-assessment approach to technology education are clearly evident. This approach to teaching technology education has been adopted and adapted to the South African context.
Challenges Technology Education teachers face with regard to assessment practices 38
Newell and Simon’s model of problem space
One such model is Newell and Simon's problem space model, as illustrated in Figure 7. In the problem space model there is only a single forward movement down the chain that leads directly to the goal state (Middleton.
Revised concept of problem space and the influences of social constructivism 50
According to Donald et al. 1997), "The social context in which a child develops and what is required by that context has an influence on development." In their research entitled 'The strategic thinking of novice designers: discontinuity between theory and practice', they make it clear that teachers need to identify the tacit experiences and strategies that learners bring into the Technology Education classroom, which can be used as a foundation for development consider. of ability.
Conclusion
Introduction
Nature of inquiry in research
Locating this study within the interpretative paradigm
The interpretive paradigm focuses on the actions and intentional behavior of participants (Cohen et al., 2007). Knowledge within the interpretive paradigm is constructed through observable phenomena, values, beliefs, descriptions of people's intentions and self-understanding, so it is obvious that this study is situated within the interpretive paradigm (Cohen et al., 2007).
Approach to inquiry
For this study, the action or behavior to be investigated is teacher evaluation strategies in Technology Education. Since the purpose of this study is to provide an in-depth understanding of 7th grade teachers.
Methodology
The movement toward a holistic assessment of technology education prioritizes the assessment of the design process (Kimbell, 2002; APU, 1991). As a result, three out of four schools add a computer grade to the Technology Education grade.
Sample
Data collection methods
Observation
This type of observation has its disadvantages because, by not getting involved in the situation, the researcher is unable to fully understand what is being observed (Kumar, 2003; . Nieuwenhuis, 2007a). The nature of this study does not allow the researcher to become involved in the activities that take place in the classroom.
Document analysis
Interviews
The researcher was also aware that she may have to formulate new questions during the course of the interview. Clarification probes, used to ensure that the researcher understands exactly what the participant wants to say.
Data analysis
This is often done by identifying patterns, themes and categories that emerge from the data (Cohen et al., 2007). In a qualitative research study, data accumulates rapidly, so early analysis would reduce the problem of data overload (Cohen et al., 2007; Best, 1970).
Validity in research
Pseudonyms have been used to maintain the confidentiality of the participants and the schools in which they teach. According to Schofield (1990), as cited in Cohen et al. 2007, pg.137), in a qualitative study it is important for the researcher to provide a clear and detailed description of the findings.
Design limitations
For this study, the following measures were taken to ensure internal validity and credibility of the data: more than one data collection method was used to collect data, these are observations, semi-structured interviews and document analysis. An additional limitation of this study is that the sample of four participants was purposively selected and also selected for convenience, thereby calling into question their representativeness of the population and the reliability of the study.
Ethical issues
Another limitation concerns the current education system and the uncertainty of Technology Education in the curriculum, and how and when changes will be implemented. All data collected will be kept secure in a locked cabinet and all audio tapes will be destroyed after the data has been transcribed and analyzed.
Conclusion
The chapter begins with a brief introduction to the participants in the Pinetown District, followed by an analysis and discussion of the results obtained from the interviews with teachers, observation of technology education lessons, and the analysis of teacher files and student portfolios. This is done by answering each critical question separately and including a discussion of the results obtained from the document analysis and observation with verbatim quotes from interviews.
Brief description of the participants
- Mr. Jasper at Willow Primary School
- Miss Shanti at Wisteria Primary School
- Mr. Mario at Azalea Primary School
- Mr. Yadav at Hycentia Primary School
Miss Shanti is an Indian woman who has been teaching for less than two years and has been teaching Technology Education for just over six months. Mr Mario is a white man who has been in the teaching profession for about five years and has been teaching Technology Education for three years.
Discussion of results
What are Grade 7 teachers assessing in Technology Education? ….…
Jasper focused on the procedural aspects of technology education and felt that practical skills were most important: “I think they have to be. Mario also thinks about the process in which the student is involved in the production of a product in technological education: "The whole process is important because if you look at.
How do Grade 7 teachers carry out these assessment?
Document analysis revealed that rubrics used to rate the manufactured product showed that a very small percentage of the mark goes to creativity and innovation. Jasper just concentrates on students' craft skills and not their design skills.
Why are Grade 7 teachers employing particular assessment strategies?
It is chosen according to the purpose of the assessment and the specific learning area (DoE, 2007). It is clear from document analysis that three out of the four participants use a variety of assessment strategies, as previously discussed in this chapter.
Conclusion
Introduction
This allows for different interpretations of assessment practices used by teachers of technology education (DoE. Adequate professional training in technology education and technology education assessment is required.
Findings and recommendations
What are Grade 7 teachers assessing in Technology Education? ….…
Participants also have limited knowledge of the importance of design and the design process in Technology Education and the fact that design forms the basic structure for Technology Education (Mawson, 2003). This model is an adaptation of the approach to Technology Education from NCS, Middleton, Kimbell and APU.
How do Grade 7 teachers carry out these assessment?
The design portfolio allows teachers to see the progression of students' ideas from the first rough sketches to the final product. The design portfolio should be developed and compiled as the learning program unfolds, thus tracking the progression of the student's ideas from the first rough sketches to the final product.
Why are Grade 7 teachers employing particular assessment strategies?
This would capture the essence of technology education and capture what Kimbell (1999) calls holism. Subject advisors must ensure that the facilitators delivering these professional development workshops are appropriately trained and familiar with the most appropriate technology education and assessment techniques.
Limitations
The impact of technology education implementation on in-service teacher education in South Africa (The impact of technology education in RSA)', International Journal of Technology and Design Education. An Investigation of the Evaluation Practices of Seventh Grade Technology Education Teachers in Pinetown County.
Further research
Conclusion
My research is titled: Exploring the Evaluation Practices of Seventh Grade Technology Education Teachers in Pinetown County. Participating in this research would greatly contribute to the field of technology education in the South African context and we hope to gain a better understanding of teacher assessment practices.
