[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599988-105":59,"doc-detail-599988-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","development-of-formative-assessment-tool-for-a-primary-technology-classroom","Development of Formative Assessment Tool for a Primary, Technology Classroom","","Teachers and students interact through frequent classroom questions, which form the basis of formative assessment by extending dialogue, revealing students’ conceptions, and informing instructional decisions. The Technology Observation and Conversation Framework (TOCF), designed for technology classrooms, was modified through qualitative, design-based research aligned with the New Zealand curriculum. Two primary teachers (ages 9–10) used an iteratively developed TOCF in authentic settings. Teacher interviews guided ongoing format changes and highlighted both the value of higher-order questions and practical constraints, suggesting gradual introduction and extensive support for adoption.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-formative-assessment-tool-for-a-primary-technology-classroom/599988/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-formative-assessment-tool-for-a-primary-technology-classroom/599988.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Technology Observation and Conversation Framework (TOCF)?","Question",{"text":112,"@type":113},"TOCF is a framework of questions specially designed for a technology classroom. It supports formative assessment through structured teacher-student dialogue.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was TOCF modified for use in this study?",{"text":117,"@type":113},"TOCF was modified to align with the New Zealand curriculum and delivered to two primary teachers teaching ages 9–10. The version used in the paper was developed through iterative changes based on teacher feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges did teachers face when using TOCF in the classroom?",{"text":121,"@type":113},"Teachers found the questions crucial for deepening student thinking, but constraints limited implementation. The findings indicate new resources should be introduced slowly with time to build familiarity, and inexperienced teachers may need extensive support to change questioning practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599988,1792191716,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Development of formative assessment tool for a primary, technology classroom  \nSwathi RR, University of Waikato, New Zealand  \nWendy Fox-Turnbull, University of Waikato, New Zealand Kerry Earl-Rinehart, University of Waikato, New Zealand  \nNigel Calder, University of Waikato, New Zealand  \nAbstract  \nTeachers and students' interactions in the classroom include a large number of questions, some of which are a key part of formative assessment. Questions can lead to an extended dialogue between the teacher and the student, potentially facilitating a better understanding of the students' conceptions and providing teachers with information to guide student learning. Technology Observation and Conversation Framework (TOCF) was identified as a framework of questions specially designed for a technology classroom. In this qualitative, design-based research, the TOCF was modified for alignment with the New Zealand curriculum and provided to two primary teachers teaching ages 9-10. The version of TOCF reported in this article was developed through an iterative process in an authentic environment. The teachers were interviewed periodically, and modifications were made to the format of the framework. The findings in this paper focus on the outputs of the iterative process and the feedback given by the teachers on the TOCF. While teachers in the study found the questions crucial to deepen student thinking in technology, they faced some constraints in using the TOCF in the classroom. The findings suggest that any introduction of a new resource should proceed slowly in the classroom and time needs to be given for increasing familiarity with the new resource. It is also possible that inexperienced teachers could find adoption of questioning practice quite tricky and would need to be supported extensively to change their practice.  \nKeywords  \nTechnology education, design and technology, higher-order questions, teacher change, questioning, formative assessment.  \nIntroduction  \nQuestions are ubiquitous in our daily interactions as well as in the classroom. There is increasing understanding in literature and classrooms that questions should be the starting point of a dialogue. The purpose of these dialogues in the classroom could be for teaching, learning or assessment, especially formative assessment. Formative assessment carried out in the interaction between teacher and students could assist the teacher in deciding the direction of learning for the students. Formative assessment is linked to substantial learning gains (Black & Wiliam, 1998) .  \nThis paper draws from a more extensive qualitative study that looks at the interactions in the technology classroom and their influence on teachers and students' learning in middle primary classrooms in New Zealand. These interactions begin with questions from a planned framework of questions for technology education – Technology Observation and Conversation Framework (TOCF) developed by Fox-Turnbull (2017, 2018, 2019), which is used as a formative assessment  \ntool in this study. The scope of this paper is limited to describing the iterative process of the development of the TOCF and the feedback from the teachers about the TOCF.  \nInteractive formative assessment and questions  \nIn this study, formative assessment is defined as \"the process used by teachers and students to recognise and respond to students' learning in order to enhance that learning, during the learning\" (Cowie & Bell, 1999, p. 101) . Interaction is one way for teachers to formatively assess the students in real-time since the teacher can listen for any gaps in student learning and provide immediate feedback (Bell & Cowie, 2001; Clarke, 2008; Ruiz-Primo, 2011) . Cowie and Bell (1999) called formative assessment carried out in interactions as interactive formative assessment and explained that this assessment is informal, unplanned, transient, and usually student-referenced and criterion-referenced.  \nAsking questions is a crucial par","cbCaipFUuNXJtoj4","https://ap.wps.com/l/cbCaipFUuNXJtoj4","pdf",511938,16,"English","# Abstract\n# Introduction\n# Interactive formative assessment and questions\n## Formative assessment as classroom interaction\n## Role and quality of questioning","[{\"question\":\"What is the Technology Observation and Conversation Framework (TOCF)?\",\"answer\":\"TOCF is a framework of questions specially designed for a technology classroom. It supports formative assessment through structured teacher-student dialogue.\"},{\"question\":\"How was TOCF modified for use in this study?\",\"answer\":\"TOCF was modified to align with the New Zealand curriculum and delivered to two primary teachers teaching ages 9–10. The version used in the paper was developed through iterative changes based on teacher feedback.\"},{\"question\":\"What challenges did teachers face when using TOCF in the classroom?\",\"answer\":\"Teachers found the questions crucial for deepening student thinking, but constraints limited implementation. The findings indicate new resources should be introduced slowly with time to build familiarity, and inexperienced teachers may need extensive support to change questioning practices.\"}]","Development of Formative Assessment Tool for a Primary, Technology Classroom | PDF",1792089819]