Different Approaches to D & T Assessment: A Comparison between KS2 and KS3

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ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

CHAPTER 1 INTRODUCTION1

Background2

Purpose2

Rationale3

CHAPTER 2 LITERATURE REVIEW4

Student-Centered Instruction4

Alternative Assessment5

Problems with Alternative Assessment7

Technology in the Classroom8

Andragogy10

CHAPTER 3 RESEARCH METHODOLOGY12

CHAPTER 4 RESEARCH METHOD15

Descriptive Research15

Potential Threats and Limitations to the Study16

Participants17

CHAPTER 5 RESULTS AND INTERPRETATIONS 1500-200019

Pupil Questionnaire Analysis19

Why?21

Teacher Interview Analysis21

Pupil Interview24

Review of Traditional Practices25

CHAPTER 6 DISCUSSION29

What is the level of faculty awareness of new educational technology?29

Teachers teach they way they were taught30

Giving up control is not easy for some instructors30

Change-resistant culture in higher education31

Instructors lack education and training31

Review of New Instructional Paradigms33

CHAPTER 7 CONCLUSION36

Conclusions36

REFERENCES37

CHAPTER 1 INTRODUCTION

Research across different demographic groups and scholarly disciplines indicates that the use of various instructional methodologies - including student- or learner centered instruction, alternative assessment, and modern educational technology - in the practice of primary education leads to improved outcomes, improved student satisfaction, and increased student retention. While alternative, student-centered instructional practices and their effects have been promoted by educational specialists for years, many researchers and authors contend that at least some educators in varying fields are not aware of, and/or do not engage in any kind of alternative instructional practice, including alternative assessment and the use of newer educational technology. Instead, they rely on lecture as their primary instructional tool.

Perhaps as a default instructional practice, some instructors who may be experts in their field of study, but do not understand educational theory, simply rely on their past experience to inform their teaching methods. Indeed, research supports the assertion that instructors in adolescent settings often teach they way they were taught, using the teaching/learning style that is most comfortable for them.

This research study attempted to examine the level of knowledge that immature educators have of student-centered instruction, alternative forms of assessment, and new technology in the classroom. It also tried to assess their current level of practice of these techniques. The research focused specifically on the instructional practices of primary classes faculty at two small liberal arts schools. The literature review in Chapter 2 outlines student-centered instruction, alternative assessment theories, and current educational technology, and provides research indicating their effects on adolescent learners.

Background

A precise and universally accepted definition of “student-centered instruction” does not exist. However, all the student-centered researchers and authors used in the research for this study employ very similar terms to define student-centered instruction. Student-centered instruction is defined as an approach to the practice of teaching which, based on the needs and strengths of the student, engages the student in the learning process, and provides the student an opportunity to be involved in the planning and ...