Indicators of Progression in Technology
Components of Technological Practice
Level One |
Supporting Learning Environment |
Teacher:
- Establishes an environment that encourages and supports student innovation.
- Establishes the need or opportunity and defines the conceptual statement through negotiation with the students.
- Guides students to identify attributes for an appropriate outcome.
- Structures students’ Technological Practice through a series of linked learning experiences (both pre-planned and responsive) to provide opportunity for knowledge and skill development.
- Provides resources, that support student’s to develop their outcome.
- Provides students with an overview of the key stages they will undertake during their Technological Practice.
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Brief Development |
Planning for practice |
Outcome Development & Evaluation |
Achievement Objectives
- Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available.
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Achievement Objectives
- Outline a general plan to support the development of an outcome, identifying appropriate steps and resources.
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Achievement Objectives
- Investigate a context to communicate potential outcomes. Evaluate these against attributes; select and develop an outcome in keeping with the identified attributes.
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Indicators
- Describe the outcome they are going to produce.
- Identify attributes for their outcome that reflect the need or opportunity to be addressed.
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Indicators
- Describe what they have done already and the resources they have used so far.
- Describe steps they have to do to complete their outcome.
- Identify the resources they could/will use to complete their outcome.
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Indicators
- Provide (either through drawing, models or verbally) conceptual ideas that communicate possible outcomes.
- Evaluate possible outcomes in terms of identified attributes and select an outcome to develop.
- Develop an outcome in keeping with identified attributes.
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The Indicators of Progression for the components of Technological Practice can be used to guide and support formative and summative assessment, and provide a basis for reporting purposes.
These are based on the work of Compton and Harwood. For details of the research underpinning these components please refer to Compton, V.J. and Harwood, C.D. (2005) 'Progression in Technology Education in New Zealand: Components of practice as a way forward.' International Journal of Design and Technology Education. Vol 15, #3, 253-287.
