Modes of Assessment

• the ability to observe safety measures when using tools, equipment and machines;

• the ability to apply concepts and principles in the design and realization process when formulating technological solutions;

• the ability to use the language of technology appropriately, as well as visual forms of presentation for communicating ideas effectively;

• the development of generic skills, values and attitudes;

• the understanding of the concepts and principles involved in selected knowledge contexts;

• the ability to apply concepts and principles in both actual and hypothetical situations;

• the development of awareness of the impact of technology on the individual, family, society and environment;

• the ability to integrate various TE learning elements to process, interpret and solve complex issues related to technology;

• etc.

Different assessment modes could be adopted to assess the various forms of student learning listed above.

5.2.2 In line with the nature of TE learning which is authentic, purposeful and holistic, the following categories of assessment are suggested as particularly appropriate:

• Project Work Assessment

• Task-based Assessment

• Assessing Essential Manipulative Skills

• Assessing Knowledge and Concepts

The torch is a useful tool for working in the dark.

Students are given the task to design and make a concept model of a new torch for a specific purpose that is not yet available in the market. The torch must be able to be used in leisure activities, at work or as an emergency light. It should provide sufficient light intensity and be battery-powered.

To be successful, students need to identify a real purpose for their torch by conducting market research. The final concept model needs to be practical and of a high quality in its finish.

Example 22 Project Work Assessment - Improving Our Community Every citizen in the community can suggest ways to improve the environment.

Students are given the task of choosing a public location and deciding how it could be improved. They design with the aid of the Computer Aided Design (CAD) software and make a model to illustrate their proposals.

To be successful, students need to formulate a design brief to address a community need and work out a proposal accordingly. They also need to present their ideas in a class critique. The evaluation of the design should be conducted from the perspective of the users, and include aesthetic, economic, social, environmental and technological considerations.

are requested to produce a final deliverable which could be a real artefact or a working model of a system. Some examples are given below:

Example 21 Project Work Assessment - Light Source

Situation:

It is always difficult for visitors to locate different areas of the school. Some visitors are "fact-finders" and just want to locate a particular room such as the library, art room, etc. Some visitors such as parents may wish to explore for more information about the school.

What to do?

Students are required to design the software part of an Information Kiosk for the school. The unit is to be placed at the school entrance. A user-friendly and logical interface and foolproof inputs are desired. The system may be developed using a web-based software, presentation or authoring software, or any other software as appropriate. Students have to prioritize the information to be displayed and should not include too much. A clear site map or information flow diagram should be designed.

5.2.4 The focus of the Project Work Assessment is on the process as well as the product.

Students would be assessed on their abilities to:

• specify the requirements for the solution;

• understand and analyze the problems at hand with sensitivity;

• search and identify relevant information;

• make the necessary deductions;

• solve the problems with originality;

• plan the actual production of the artefacts in the form of a finished product or prototype;

• experiment with the proposal and make necessary adjustments;

• produce and construct the final solution;

• evaluate the solution against the specifications;

• communicate the process and product effectively, accurately and confidently through verbal, written and graphical communication; and

• organize, coordinate with and solicit support from others for the project.

5.2.5 In general, students are requested to submit a portfolio of their studies, which

illustrative exemplar of a Project Work Assessment can be found at Exemplar 9.

5.2.6 Task-based Assessment

Task-based Assessment is generally referred to as a purposeful, contextualized and authentic assessment. The use of a well-defined task is more likely to elicit the use of specific skills and knowledge on which teachers can provide feedback. Task-based Assessment may be particularly applicable in TE which emphasizes authentic, hands-on activities.

5.2.7 To enable teachers to think through the design of assessment criteria to inform the learning and teaching process, they may work out a framework of assessment task specifications with the following suggested major components:

• Task title

• Purpose of assessment

• Duration of task

• Objectives/Competence focus

• Context (Scenario)

• Input format and characteristics (e.g., channel, form, rubrics, text prompt)

• Expected response format and characteristics (e.g., channel, form, length)

• Scoring procedures and marking schemes

• Procedures (e.g., pre-task activity, while-task activity, post-task activity)

Task : Writing a letter to obtain product information Level : S.3

Time : 40 minutes Situation:

In a Design and Technology lesson, students are given the task of designing a magazine rack. They are asked to prepare a letter to be sent to various companies to obtain the information about the relevant products.

The purpose of the task is to assess students' business communication skills.

The task aims to assess students' competence in understanding the function of some commonly used business documents, using the given information and applying word processing skills to produce a document to achieve a given purpose.

The task input is in the form of written instructions and students are required to write a letter. The assessment may focus on students' performance in organizing information, using language accurately and appropriately, and presenting the document appropriately.

5.2.8 Assessing Essential Manipulative Skills

In the TE learning process, it is important to ensure that students understand and observe safety measures, and master the required manipulative skills.

5.2.9 A variety of instruments can be used to assess students' manipulative skills.

They include:

• asking students to perform a simple task and observing what happens;

• asking students to perform project work.

In developing the manipulative skills of sawing and chiseling, it is important for the teacher to provide immediate feedback to students regarding correct body coordination and appropriate safety habits when performing the cutting action. The teacher can use an observation checklist to collect evidence of student learning of various skills such as holding tools, fixing workpieces, applying a striking force and working safely, and then providing feedback to students on their bad practices.

In the excerise on a balanced diet, a checkist is adopted to assess the competence of students’ manipulative skills such as:

• preparing ingredients, e.g. by slicing, dicing, etc.;

• using the proper way to cook food, e,g. by steaming, baking, etc.;

• adopting hygienic practices, e.g. storage of food, handling of raw and cooked food, washing up, etc.;

• observing safe practices, e.g. safe use of sharp tools, gas cookers, electrical appliances, etc.

(Extracted from Exemplar 8)

5.2.10 Assessing Knowledge and Concepts

In TE learning, the understanding of knowledge and concepts are important for students to further their studies.

5.2.11 In most cases, the assessment of students' understanding of knowledge and concepts could be done through projects or tasks. On some occasions, teachers may consider using structured assessment tasks such as paper-and-pencil tests, presentations, group discussions, etc.