Abstract

With the diverse levels of technology experiences of students entering a beginning teacher education technology class poses some unique challenges in how a teacher both teaches and assesses. This past fall I altered a significant portion of the course to differentiate the curriculum, thereby allowing the top students to extend their learning while not having other students feel rushed to meet the expectations of mastery. To facilitate the spirit of learning for personal growth I also altered the assessment of the course to grading on what was learned by the students not what was known. The student survey results indicated very positive perspectives about the use of this strategy. Only one of thirty-nine students indicated a negative perspective with this approach.

Citation

Jackson, D. (2004). Growth Based Student Assessment in Technology Education. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 118-119). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/11954/.

Keywords

• Educational Technology
• Students
• Teachers