Assessing Primary Computing

Phil Bagge

Computing Inspector/Advisor HIAS

CAS Master Teacher

Teacher Otterbourne Primary & Ringwood Junior Schools

Author code-it.co.uk resources

Author How to teach primary programming using Scratch

Slides http://code-it.co.uk/assessment-progression/

Prior Computing Progressions

Progression Pathways by Mark Dorling

https://community.computingatschool.org.uk/resources/1692

https://goo.gl/C0iuFm A Progression of Knowledge Grid

Miles Berry https://goo.gl/zlVqjq

If assessment is just ticking NC statements or knowledge facts then it is really just a record of coverage rather than assessment with and for learners

What is assessment?

Formative Assessment

• Powerful classroom diagnostic tool to check if pupils • Understand• Know how to• Can solve• Can do• Can explain• Can predict• etc

• Before moving them forward, correcting or enhancing

Formative Assessment

• For Teacher• Who needs enrichment?• Who needs correction?• Who needs more of the same?• As part of summative assessment for

• Teacher• Pupil• Parents

• For Pupils• Do I need enrichment?• Do I need correction?• Do I need more of the same?• Where am I in my learning journey?

Formative Assessment Process

LearningLearning

AssessmentLearning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

LearningAssessment

Learning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

LearningAssessment

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

Learning Fully

Grasped

Formative Assessment Process

LearningLearning

AssessmentLearning

LearningEnrichment

LearningCorrective

Activity

Learning Not Grasped

LearningAssessment

Learning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

LearningAssessment

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

Formative Assessment Process

LearningLearning

AssessmentLearning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

The number of assessment opportunities is determined by the needs of both the learners and what they are learning

Formative Assessment Process

LearningLearning

AssessmentLearning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

The number of assessment opportunities is determined by the needs of both the learners and what they are learning

LearningAssessment

Learning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

LearningAssessment

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

Formative Assessment Process

LearningLearning

AssessmentLearning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

LearningAssessment

Learning

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

LearningAssessment

LearningEnrichment

LearningCorrective

Activity

Learning Fully

Grasped

Learning Not Grasped

Any pupil could take any path in any lessonTo pre-judge is to limit expectation and outcome

Improved Outcomes

• Teachers who are on the lookout for formative assessment opportunities in the lesson

• Asking• How can I tell if this is a block?

• What can I do to encourage pupil to correct it themselves (Learning corrective activity)

• What can I do to enhance their learning within the sphere of what they are learning? (Enrichment Activity) NOTE Enrich not Extend

Better Outcomes

• Teachers who look for possible blocks to learning before the lesson in the planning phase

• Teachers who plan formative assessment opportunities that include corrective and enrichment opportunities

Best Outcomes

• Teachers who plan formative assessment opportunities

And

• Teachers who are flexible, adding or subtracting formative assessment opportunities based on observation and pupil knowledge

KS2 Planning with Formative Assessment Opportunities Outlined

Assessment for Learning

KS1 Examples

http://code-it.co.uk/afl

KS2 Examples

Slug Trail Game1. I can identify the objects I will need to make2. I can say precisely what each object will do3. I can explain how this will help me build my

own version of the game

Initially teach to adapt or develop and use imitate or identify to help with corrective activities and create and explain for enrich / enhance opportunities Imitate Adapt Create

Identify Develop Explain

Don't overdo on learning steps

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions, they would have made in the absence of that evidence.

William, D. 2011 p43

Assessing Problem Solving Skills & Attitudes

Problem Solving RubricCreated with @MarkDorling and linked at http://code-it.co.uk/attitudes/

Inspired by Behaviour Rubric created with @MarkDorling and linked at http://code-it.co.uk/attitudes/

Computing Problem Solver

Copes with Complexity

Open Ended Problem Solver

Handles Ambiguity

Adapts

Investigates

Perseveres

Communicates

Evaluates

I can break complex problems into parts

I recognise there is more than one way to solve/describe a

problem

I look for a range of solution to the same problem

I can identify patterns in problems & solutions

I can develop, test and debug until a product is refined

I can design criteria to evaluate my creations

I can encourage others to share their ideas

I look for how a project can be extended

I lead using all the people talent in my group

I repeatedly experiment through predicting, making, testing & debugging

I can persevere even if the solution is not obvious

I don’t just accept the first solution

I can evaluate my solutions against a set criteria

I can contribute useful ideas to a partner or

group

I learn from setbacks and don’t let them put me off

I can adapt existing ideas to solve new problems

I can discover / concentrate on the most important part of a problem

I make predictions about what will happen

ComplexityI can break complex problems into parts

I can discover / concentrate on the most important part

of a problem

I can explain how I useddecomposition &

abstraction

AmbiguityI recognise there is more than one way to solve a

problem

I recognise there is more than one way to describe a

problem

I can explain how I managed ambiguity

Open EndedI look for a range of solution

to the same problemI don’t just accept the first

solutionI can describe how a

project can be extended

AdaptI can adapt existing ideas to

solve new problemsI can identify patterns in

problems & solutions

I can explain how I adapted a solution to solve a new

problem

EvaluateI can evaluate my solutions

against a set criteriaI can design criteria to evaluate my creations

I can explain how evaluation helped me

improve a project

Experiment& Debug

I can develop, test and debug until a product is

refined

I repeatedly experiment through predicting, making,

testing & debugging

I can explain how using the iterative cycle improves my

work

PersistenceI can persevere even if the

solution is not obviousI learn from setbacks and don’t let them put me off

I can describe how I overcame problems

CommunicateI can contribute useful

ideas to a partner or groupI can encourage others to

share their ideasI can lead using all the

people talent in my group

Decomposition Abstraction Generalisation Algorithmic Evaluation Algorithm

http://code-it.co.uk/attitudes/

Problem Solving for Green Screen Digital

Literacy

https://goo.gl/p9xtPw

Problem Solving Stickers

http://code-it.co.uk/attitudes/

CT & Problem Solving Examples

Green Screen Planning1. I can ask others to share their green screen ideas2. I can listen carefully to their ideas3. I can ask questions about their idea

Should we use formative assessment as summative assessment?

• Can it be easily recorded?

• Will it be useful for the teacher?• Next Lesson

• Future modules

• For reporting to pupils

• Will it be useful for the pupils?• Will it celebrate learning achievement?

• Will it mark something that pupils need to work on?

• Will it be useful to share with parents?

Formative used as Summative

Tick problem solving skills used in the lessonExplain one to your neighbour http://code-it.co.uk/afl

Formative used as summative

Explain one prediction you made to your neighbour http://code-it.co.uk/afl

How might we assess Primary Computing?• The Neurons that fire together wire together 1

• Exciting challenging lessons that stimulate an emotional response get hard wired into the learning

• Exciting challenging assessments will assess and reinforce what has been learnt

• In the same way that we don’t just teach in one way let us not just assess in one way

1 Donald Hebb

Scratch Quiz Algorithm to Code

Shape Sheet Assessing Understanding before coding

Peer Assess Projects

Class involved in group sourcing criteria

Pupils design their own criteria (last minute say used by neighbour instead)Feedback on criteria

Did it make any difference?

Kahoot! to Assess Networks

https://kahoot.it

Summary of what makes good assessment opportunities• Formative Assessment Rules

• Use some formative as summative

• Before the lesson plan corrective and enhanced opportunities

• Involve pupils in tracking when they are able

• Next steps help but beware over use

• Lets keep assessment as exciting as other learning opportunities

Slides http://code-it.co.uk/assessment-progression/