Technology Education Assessment in Lower Secondary: TEALS Research

Research programme | Technology Assessment Framework | Case studies

The research programme – some background

Researchers: Vicki Compton and Cliff Harwood

The Technology Education Assessment in Lower Secondary (TEALS) was a joint project between Massey University College of Education and the Auckland College of Education.

In 1999, exploratory research on enhancing student learning in technology through the development of valid, explicit, and reliable assessment practices was undertaken with ten teachers in year 9 and 10 classrooms.

A Technology Assessment Framework (TAF) was designed to enhance learning through formative assessment practices and the development of valid judgments about students' technological practice.

In 2000, the TAF was used with students from years 1 to 13 to further investigate assessment in technology education. Vicki Compton, Cliff Harwood, and Ann Northover were also involved in TEANPD (the Technology Assessment National Professional Development Programme). This programme, funded by the Ministry of Education, introduced the findings of the TEALS and LITE research to lead teachers and to pre- and in-service teacher educators throughout New Zealand.

Technology Assessment Framework (TAF)

The TEALS research resulted in the development of a Technology Assessment Framework (TAF), to support the planning and delivery of technology units and programmes that focus on students' technological literacy. It supports students to analyse and critique their own and others' practice, and develops their knowledge and skills through operationalising these in their technological practice.

Download the Technology Assessment Framework in PDF (100kb) or Word (28kb) format.

Gateways are an important management structure of the Technology Assessment Framework (TAF). They are called gateways because they open up the learning opportunities for students. They bring together the components of assessment critical for supporting and identifying student learning within technology education, such as learning outcomes, assessment criteria, and assessment strategies. They also provide links to the achievement objectives of the curriculum.

Gateways are used to enhance the planning of technology units and inform and support teacher and student practice throughout unit delivery. They provide a structure for teachers to formatively interact with student learning throughout their technological practice. Through such interactions the learning experiences offered can be adapted to better support student learning. Gateways also provide a focus for making summative judgments of student learning at the exit point of a technology unit/programme. In this way they allow for the ongoing development of technology education programmes that reflect both the needs of the student and the aim of the technology curriculum.

The TAF in practice – Case studies

The following case studies illustrate the Technology Assessment Framework (TAF) in practice.

Making Thank-you Cards
This case study illustrates the learning of an individual student, in a year 1-2 class. The school employs teacher aides and usually purchases cards to thank them for their work in the school. The class teacher identified this as an ideal opportunity for the students to explore the design and production of cards.

View the case study online or print a PDF (126kb) or a Word (263kb) version.

Making Puppets
This case study describes the learning of an individual student, in a year 11 design and technology class in 2000. While the class was working towards School Certificate in design and technology, the teacher was also trialling the draft achievement standards. Although the achievement standards have been modified since 2000, this case study shows how the TAF can be used to manage assessment for qualifications.

View the case study online or print a PDF (78kb) or a Word (136kb) file.