Assessment of non-academic technology students: Evaluation of understanding<\/u><\/p>\n
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Introduction:<\/u><\/strong> Teachers of traditional technology programs such as wood, metal and auto are faced with the dilemma of what is the best way to measure their student\u2019s acquisition of theoretical knowledge.\u00a0 Traditional shop courses attract a variety of students, with a considerable difference in: academic ability, emotional development, maturity level, comprehension of English, and mental stability.\u00a0 Traditional shop programs primarily assess a student\u2019s practical performance, nevertheless there is a theoretical component to these courses that must be covered by the instructor.\u00a0 Safety is the number one area of study, a student must understand the importance of following safety procedures, however all shop programs need to deliver a certain amount of curricular content.\u00a0 Failure to provide theoretical instruction would rob students of a key element in any shop class.\u00a0 Shop teachers have a duty to their students to provide knowledge framework in order to set students up for success; in turn students will be able to build successful projects and have a back ground knowledge for future courses. In this inquiry project I would like to explore a multitude of assessment technics that could be employed in traditional technology programs to better serve the needs of a diverse group of learners.<\/p>\n Inquiry Question(s) or Problem:<\/p>\n <\/td>\n \u00b7- How is trade knowledge being evaluated in other countries?<\/p>\n -\u00b7Can teaching and testing be linked together in such a way that information retrieval is seamless<\/p>\n <\/td>\n<\/tr>\n Inquiry Purpose: Why is this important?<\/p>\n <\/p>\n <\/td>\n – Intelligent types are many and people learn in different ways.<\/p>\n – We need more trades people not more road blocks.<\/p>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":" Assessment of non-academic technology students: Evaluation of understanding \u00a0 Introduction: Teachers of traditional technology programs such as wood, metal and auto are faced with the dilemma of what is the best way to measure their student\u2019s acquisition of theoretical knowledge.\u00a0 Traditional shop courses attract a variety of students, with a considerable difference in: academic ability, […]<\/p>\n","protected":false},"author":34597,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/pages\/8","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/users\/34597"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/comments?post=8"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/pages\/8\/revisions"}],"predecessor-version":[{"id":29,"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/pages\/8\/revisions\/29"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/inquirychefmike\/wp-json\/wp\/v2\/media?parent=8"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n\n
\n <\/p>\n \u00b7- Is there a better way of assessing theoretical knowledge of skill based learners?<\/p>\n \n <\/p>\n \u00b7- Not all students are academic learners<\/p>\n