期刊名称：Design and Technology Education: an International Journal
印刷版ISSN：1360-1431
出版年度：2007
卷号：12
期号：2
语种：English
出版社：Design and Technology Education: an International Journal
摘要：Emerging international research suggests that enhancing teacher-student assessment for learning (AfL) interactions is a key to enhancing student learning. Planning frameworks that make explicit the multiple dimensions of technology can be used to extend teacher knowledge and focus interaction. Effective AfL interactions in technology encompass the multidimensional nature of technology, help students build continuity and coherence between ideas and actions over time, and are multimodal. AfL in primary technology classrooms is complex. Yet in this complexity there are rich opportunities for effective AfL interactions that contribute to students’ technology learning.
