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Assessment Details

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Technology – Indicators of progression
Assessment Area Technology
Year level 0-10
NZ origin? Yes
Standardised? No
Administration to individual or group? Individual . However, the indicators are not an assessment to be administered. Student achievement and progress are assessed against indicators. The indicators are designed to be used with students, rather than administered to students.
What does it assess? Indicators describe the knowledge, skills, and understandings that students should be demonstrating when achieving at the specified level.
Purpose Teachers and students can use the indicators to identify students’ technological knowledge, skills, and attitudes.
Validity Not applicable
Reliability Not applicable
What measures does it give? Not designed as a formal assessment tool, but instead as an illustration of progressions of learning in technology from curriculum levels 1 to 8. To be used formatively by students and teachers.
How long does it take to administer? Not applicable.
How much training is needed? Not applicable.
Scoring and data analysis No scoring. Teachers can help students to compare their work with the indicators within the progressions and come to identify aspects of their work that they can learn how to develop further.
Does it provide 'what next' strategies? Yes . Indicators of progression are provided for each of the eight components within the technology curriculum (at levels 1–8) and the learning objectives for the specialist areas of technology (at levels 6–8).
Is it available in te reo Maori? No
Cost? No cost, available from Technology Online TKI: link below
Author, date of publication and publisher Developed by educators within the technology community.
Availability

Available from Technology Online TKI
Further Information

The indicators have been written for the guidance of teachers. This means that if they are being used with students their meaning must be interpreted within the focus context. They can then serve as learning outcomes and provide a sound basis for planning, teaching, and assessment.

Teacher guidance: Provide, guide, and support

Each set of indicators is accompanied by a teacher guidance section that suggests appropriate ways teachers can support student learning.

The deliberate use of provide, guide, and support in the teacher guidance sections signals that as students' capacity for self-management increases, teachers can progressively reduce the level of scaffolding provided.

  • Provide – the teacher should take full responsibility for introducing and explicitly teaching new knowledge, skills or practices.
  • Guide – the students have a level of understanding and competency on which they can draw but the teacher remains primarily responsible for continuing to develop these.
  • Support – the students take primary responsibility for their own learning, drawing on all their previous experiences to consolidate and extend their understanding. The teacher is supportive rather than directive.

Indicators for the specialist areas of technology

In the senior school years learning objectives for the specialist areas can be used in conjunction with NZC achievement objectives or instead of them. Teachers are encouraged to use both.

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