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How confident are teachers to assess student learning in Digital Technologies?

A paper on our recent work exploring assessment in Computer Science education has been published in the Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WiPSCE). This month, Professor Falkner travelled to Potsdam, Germany, to present the work at the 2018 WiPSCE conference.

In Australia, schools have begun implementation phases of the new curriculum, however, as schools are now approaching formal curriculum reporting requirements, it is important to determine how prepared teachers feel they are to assess student learning in Digital Technologies, and what support they require, to direct future initiatives. We present results from an online survey of Australian K-12 teachers in which they were asked to report their self-efficacy of assessing Digital Technologies against the Australian Teacher Professional Standards and various assessment practices. Teachers were also invited to share what they perceived to be the challenges of undertaking assessment and their self-identified needs for supporting assessment and reporting processes. The findings indicate that primary and secondary teachers report reasonable levels of self-efficacy, however, they still require time and support to develop assessment strategies for the subject area. This paper may support other contexts currently shifting from initial capacity building and curriculum familiarisation toward formal assessment and reporting of CS curriculum.

Access the full paper here.

Citation: Vivian, R. & Falkner, K. (2018). A survey of Australian teachers’ self-efficacy and assessment approaches for the K-12 digital technologies curriculum, Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WiPSCE), ACM, Potsdam, Germany.

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