title: Emerging assessment practices in an emergent curriculum: implications for technology

authors: Moreland, Judy

subjects: conceptual and procedural aspect

abstract: This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.
Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.
The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

text: Emerging assessment practices in an emergent curriculum: implications for technology This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.
Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.
The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

year: 2000

title: Like Status Sells: A Field Study of Belief Congruence

authors: Stringfield, Paul Anthony

abstract: A test of Rokeach's (1960) theory of belief congruence with 53 life insurance salesmen strongly supports the validity of the theory. The theory was generalized beyond the pencil and paper test situations to behaviour representative of real life settings. Afield study technique was used and the experiment investigated the effect that the principle of belief congruence would have on life assurance salesmen and clients of similar background, attitudes and values, as compared with salesmen and clients of differing backgrounds, when selling life assurance. The results revealed that salesmen sold significantly more life assurance to clients of similar background or occupational groups to themselves than to dissimilar occupational groups. Also, the results revealed that salesmen holding a particular occupational rank would sell significantly more life assurance below their occupational rank than above it.

text: Like Status Sells: A Field Study of Belief Congruence A test of Rokeach's (1960) theory of belief congruence with 53 life insurance salesmen strongly supports the validity of the theory. The theory was generalized beyond the pencil and paper test situations to behaviour representative of real life settings. Afield study technique was used and the experiment investigated the effect that the principle of belief congruence would have on life assurance salesmen and clients of similar background, attitudes and values, as compared with salesmen and clients of differing backgrounds, when selling life assurance. The results revealed that salesmen sold significantly more life assurance to clients of similar background or occupational groups to themselves than to dissimilar occupational groups. Also, the results revealed that salesmen holding a particular occupational rank would sell significantly more life assurance below their occupational rank than above it.

year: 1971

title: The Rangatahi court

authors: Dickson, Matiu

abstract: It has become popular to use the marae setting as an alternative to the mainstream courts in dealing with young Māori offenders. The rationale is that taking young Māori offenders back to the marae to be dealt with in the youth justice system, encourages them to face up to their responsibilities and aids their rehabilitation back into the community. The expectation is that whānau will be present to support the young person and to help resolve his or her offending and bad behaviour. I supported this innovation when it was introduced but now I have second thoughts having seen that a marae that piloted this scheme was vandalised with graffiti painted on the marae buildings. In my view, when this happened the scheme to use marae should have ceased and an opportunity taken to rethink their use in this way. For a Māori the vandalism of their marae is like a physical assault on the person of their tupuna. This paper looks at the traditional role of marae in the Māori community and questions the use of marae as judicial settings. It suggests what needs to be done first to make this setting tika or appropriate.

text: The Rangatahi court It has become popular to use the marae setting as an alternative to the mainstream courts in dealing with young Māori offenders. The rationale is that taking young Māori offenders back to the marae to be dealt with in the youth justice system, encourages them to face up to their responsibilities and aids their rehabilitation back into the community. The expectation is that whānau will be present to support the young person and to help resolve his or her offending and bad behaviour. I supported this innovation when it was introduced but now I have second thoughts having seen that a marae that piloted this scheme was vandalised with graffiti painted on the marae buildings. In my view, when this happened the scheme to use marae should have ceased and an opportunity taken to rethink their use in this way. For a Māori the vandalism of their marae is like a physical assault on the person of their tupuna. This paper looks at the traditional role of marae in the Māori community and questions the use of marae as judicial settings. It suggests what needs to be done first to make this setting tika or appropriate.

year: 2011