Study-Unit Description

Study-Unit Description


TITLE Assessment for Technology Education

LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Technology and Entrepreneurship Education

DESCRIPTION Technological knowledge presents various challenges for assessment purposes since it is constituted of diverse knowledge types. This study-unit presents how assessment methods within technological knowledge can be planned to test comprehensively diverse learning goals and be comprehensive while maintaining measures of objectivity and relevance to the learner.

The unit discusses topics such as a) assessment for learning (formative), assessment as learning and assessment of learning (summative) within the context of a technological class, b) written assessment and tangible project based assessment, c) formative and summative assessments as related to technological knowledge types, d) individual assessment and team assessment, e) peer assessment and expert assessment, f) class or school-based assessment criteria and management methods and national assessment criteria and management methods, g) assessment of designerly thinking or creativity, h) assessment within academic and vocational subjects, i) assessment for research and j) assessment within the context of diverse knowledge domains e.g. engineering drawing work is predominantly visual, electrical work is predominantly abstract and mechanical work at school level is predominantly skills based.

Study-unit Aims:

The aims of this study-unit are to:
- Discuss the benefits and challenges of diverse assessment methods with focus on project based learning.
- Analyse and develop effective methods of assessments within different domains of knowledge and contexts pertaining to technology education.
- Analyse, critique and practice national methods of assessment for technological subject curricula.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Select and adapt appropriate assessment methods to achieve diverse goals.
- Evaluate how teachers and learners perceive assessments and promote a positive relationship with assessment practices.
- Plan effective assessment methods appropriate for various contexts e.g. a) assessment of knowledge versus assessment of skills, b) assessment for different abilities, c) assessment for different subject domains, d) gender relevant assessment, e) assessment for learners with disabilities or learning difficulties etc.
- Plan assessment methods that can generate data for research purposes.

2. Skills:

By the end of the study-unit the student will be able to:
- Generate assessment methods from curricula or syllabi.
- Interpret and apply national learning outcomes framework to a technology class.
- Plan and write/draw (using suitable software like CAD) examination papers for the domains of graphical communication, engineering drawing, electrical and electronics, materials and mechanical.
- Plan and detail a marking scheme.
- Analyse statistical information generated by assessment data.
- Plan and execute the assessment of skills as an individual or as a team of educators.

Main Text/s and any supplementary readings:

Main Texts:

Garmire, E., & Pearson, G. (Eds.). (2006). Tech Tally: Approaches to Assessing Technological Literacy. Washington: The National Academies Press.

de Vries, M. J., Custer, R., Dakers, J., & Martin, G. (Eds.). (2007). Analyzing Best Practices in Technology Education. Rotterdam: Sense Publishers.

Kimbell, R. (1997). Assessing Technology: International Trends in Curriculum and Assessment. Buckingham: Open Univerity Press.

Supplementary Readings:

Heywood, J. (2016). The Assessment of Learning in Engineering Education: Practice and Policy. New Jersey: John Wiley and Sons.

STUDY-UNIT TYPE Lecture and Tutorial

Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM2 Yes 100%
Important - Due to the COVID19 Pandemic the information regarding the method of assessment indicated above may have been changed. Further details have been provided by your F/I/C/S.

LECTURER/S Keith Galea
Marvin Hili
Joseph Vancell
Oliver Vella

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It should be noted that all the information in the study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.