LECTURE 4

USING ICT IN ASSESSMENT AND EVALUATION

Y3 BA PRIMARY EDUCATION

2012-2013

ICT AND A FOUNDATION SUBJECT

Be able to justify the selection and use of ICT in relation to aspects of your planning, teaching, assessment and class management, as well as be able to monitor, evaluate and assess your own teaching and pupils' learning when using ICT

REFLECTIONS ON SHARLAND

OFSTED ON ASSESSMENT

The use of assessment was judged to be no better than satisfactory in 53 of the 86 primary schools visited for which this was observed, and 42 of the secondary schools, suggesting that the weaknesses identified previously persisted to a large extent in many schools.

OFSTED ON ASSESSMENT

The headteacher of one school in which ICT was judged to be inadequate commented that there was no incentive to collect information on ICT levels or to monitor outcomes. In other schools some teachers had little understanding of what was required for a pupil to reach a certain level. In several schools no assessment of what pupils had achieved in ICT took place at all. In many schools performance in ICT was only assessed in specific ICT classes. This meant that pupils’ considerable use of ICT in other subjects was not monitored or built into planned development.

THE CHALLENGES OF ASSESSING ICT

• embedded ICT

• paired work

• task vs process

• no levels!

BECTA:ICT MARK ASSESSMENT

The assessment and recording of ICT capability

are reliable and consistent. They are informed by

the use of ICT in other curriculum areas and by

moderation within the school. Statutory

requirements for reporting to parents are met.

Pupils regularly assess their own and other pupils’

ICT capability based on criteria they have

identified and developed. This contributes to their

understanding of what constitutes good quality

and helps them to improve.

ASSESSMENT FOR LEARNING

“Enable teachers to sift the rich data that

arise in class discussion and activity so

that professional judgments can be

made about the next steps in learning.”

• Question and answer.

• Observation of students.

• Oral and written feedback on

hardcopy.

• Peer, self and e-assessment.

NATIONAL CURRICULUM REVIEW

RECOMMENDATIONS

RESPONSE

DIGITAL BADGES

ALTERNATIVES

• Portfolios

• Projects

• Problem finding

• Hackdays

• Web 2.0

What particular opportunities and challenges does ICT present to assessment for learning?

ICT FOR ASSESSMENT

• e-portfolios

• gamification

• peer review, peer assessment

• computer assisted assessment

• learning analytics

GAMES

Goal oriented Interactivity Feedback

Progression Problems / Challenge Flow

MCGONIGAL, 2011

“If the goal is truly compelling, and if the feedback is motivating enough, we will keep wrestling with the game’s limitations - creatively, sincerely, and enthusiastically - for a very long time.”

• Levels• Experience points• Quests• Badges

OPEN BADGES

Mozilla, 2012

PEER REVIEW

E-STRATEGY

I am particularly excited by the idea of giving every student and learner a personal online learning space … in the future it will be more than simply a storage place – a digital space that is personalised, that remembers what the learner is interested in and suggests relevant websites, or alerts them to courses and learning opportunities that fit their needs.

DfES, 2005

LEARNING ANALYTICS

Siemens 2010

REVIEWING TEACHING

“Your video should follow the following stages:

Video yourself, teaching a whole class activity. This could be reading a story, or poem or an introduction to a lesson using a text.

Edit the video and incorporate a spoken, reflective commentary on your presentation skills. You should include clips from your initial video to illustrate points being made.”

IRIS CONNECT

Review a piece of work done using ICT in your chosen foundation subject.

Analyse the ICT use, provide feedback to the pupil and set targets.

FOR NEXT WEEKAt least sections 1, 6.1 and 7 of “Is simplicity the key to engagement for children on the autism spectrum?”