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Primary ICT Primary ICT AssessmentAssessment
What does good assessment look like?
The ICT Assessment Toolkit
© NEWLICT North East and West London ICT Consultants' Group
I’m not sure where to
begin with assessment…
What does a level 4 look like?
The children know more
than me anyway…
What’s in it for me?
What’s the purpose of
this?
How do I put this
into practice?
What’s in it for the children?
What will be the impact
in the classroom?
Hasn’t all this been
done before?
What is assessment?
• Assessment was the weakest aspect of ICT teaching and was inadequate in one school in five.
• The schools visited rarely tracked the progress of individuals in ICT, established their attainment on entry to secondary school or took into account their achievement outside school.
‘‘The Importance of ICT’ The Importance of ICT’ (2008)
• Very little guidance• No requirement to record in particular way• Level descriptors were to change with new
curriculum
http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/assessmentofsubjects/assessmentinict/index.aspx
Ensure that children are not held back
and achieve potential
Build on children’s out of school experiences with ICT
Increase teacherconfidence
Help schools achieveelement 4 of SRF
Establish what individualpupils know, understand
and can do
Inform parents
Aid continuity
and progression
Assessment to…
Inform the planning
of future learning
LevelCharacteristic of this level and features that
distinguish it from adjacent levelsCharacteristic
themes
Verbs associated with typical activities at this level
(drawn from ICT level descriptors)
1The initial exploratory use of ICT and a
developing familiarity with some of its everyday uses.
Explore and Choose
Explore, know, work, share, recognise, make choices, produce, talk about
2KS1
target
The purposeful use of ICT to achieve specific outcomes. Options are investigated and the
effects of actions described. Begin to use ICT independently. Save and retrieve work by
themselves.
Use and Describe
Organise, classify, present, enter, save, retrieve, generate, amend, record, share, plan, give, make, describe, explore, talk
about
3
ICT is used to develop ideas. Lines of enquiry are followed, decisions are made, the results
are taken into account in successive steps, and the use of ICT is described.
Develop and Decide
Save, find, use, generate, develop, organise, share, exchange, use, control,
achieve, make, find things out, solve, describe
4KS2
target
Demonstrate the ability to interpret the information obtained using ICT tools and
information sources, question its plausibility and compare the use of ICT with other methods.
Collect and Interpret
Understand, collect, find, interrogate, interpret, question, recognise, add, amend,
combine, use, show, exchange, control, sense, explore, predict, compare
5KS3
target
Demonstrate increased rigour. Quantitative information is considered and the value of using
ICT in working practices is assessed.
Organise and Present
Select, check, organise, structure, refine, present, exchange, create, understand,
explore, discuss, assess, reflect,
The Characteristics of ICT The Characteristics of ICT LevelsLevels
Level 3Level 3Attainment Target: Pupils use ICT to save information
and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school.
Characteristics: ICT is used to develop
ideas. Lines of enquiry are followed, decisions are made, the results are taken into account in successive steps, and the use of ICT is described.
Theme: Develop and Decide
When somebody asks me a question, I can find out what I need using the Internet.I can search a database for information.Most of the time I can tell the difference between useful information and information that isn’t helpful.I can create a piece of work on a computer, think about it, and improve it so that other people can understand it.I know how to share my ideas and things I have made with other people.I know how to control some electronic devices by giving them lists of instructions.I can use an electronic game or simulation to find out how things work or to solve “what if…” questions.I can talk confidently about how I use computers, telephones, the Internet, and other areas of ICT when I am at home and when I am in school.
I know I am at level 3 because:
Evidence used in the levelling Evidence used in the levelling of ICT capability may include:of ICT capability may include:
• Samples of work in a range of ICT curriculum strands• Samples of work demonstrating ICT use to support work
in other areas• Pupil commentary on work• Informal talk• Pupil conferencing
In order to demonstrate capability at level 4 and higher children need to be given opportunities to make their own choices about the use of ICT to suit the desired outcome and audience, so this commentary on the work becomes even more important.
Discussion and Discussion and QuestioningQuestioningWhy?
• To check and develop understanding
• Expose misconceptions
• Discuss progress, targets
• Refine understanding, push children toward next steps
Peer and self evaluationPeer and self evaluation
• Children asking themselves
• Is the work I have done good? Why or why not?
• Children thinking about what they need to do next to improve there own learning – through discussion with their peers (and adults)
Analysing and annotating Analysing and annotating workwork• Review skills that have been used to
create final work.
• Identify next steps – ability of children to complete task.
• Marking with children to identify errors or misconceptions – linked to discussion and questioning.
PortfolioPortfolio• Why?
– Awareness of level descriptors– Benchmark against existing examples of work– Update to show examples of good work from
school• Possible combination of:
– Electronic files– Printed evidence– Photographs– Audio / video recordings– Written commentaries