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Planning & Assessment Islington computing leads

This handout aims to address the difficulties teachers face in assessing computing, providing a means to review assessment, evaluate planning, and gather and suggest assessment approaches. It explores various aspects of assessment and solicits insights from other educators to find effective solutions.

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Planning & Assessment Islington computing leads

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Presentation Transcript

  1. Planning & AssessmentIslington computing leads Jane Waite

  2. Katy game me a problem to help with Handout 1 • Teachers are finding assessment of computing difficult. • Can we find out what aspects and how to help.

  3. Approach Handout 1 • Ask you what is most difficult • Provide a means to review assessment for computing - PCK • Evaluate computing planning and assessment using PCK • Gather and suggest assessment approaches and how these can be supported.

  4. Is assessment more difficult: For IT, DL or CS? For a particular year group? Formative or summative? Lets vote!

  5. The area of assessment I find most difficult is • Learning objectives - knowing what to assess • Learning objectives - knowing what ‘good’ looks like • Techniques for assessment – knowing how to assess • Giving feedback on what is next - knowing about progression misconceptions and how children learn

  6. @cas_certificate In order to teach computing… Pedagogical Knowledge Pedagogical Content Knowledge PCK planning, progression, assessment, relationships, interventions, differentiation, inclusion, relevance, feedback, questioning, scaffolding, visualisations, active learning, direct teaching, discovery learning, resources… Content Knowledge Computational Thinking Information Technology Computer Science Digital Literacy Adapted version of pedagogical content knowledge (PCK) (Shulman, 1986)

  7. Instructional Approaches (IA) Assessment approaches (AA) (formative/summative) (peer, self) How children learn (HOL) (motivation, barriers to learning, differentiation, progression, Blooms, Solo) Lets be very specific - using the Islington SOW, for your year group, Red/Amber/Green your confidence for each of the PCK elements Assessment activities PCK Curriculum goals Learning objectives (LO) (Based on Pedagogical Content Knowledge (Shulman, 1986))

  8. LO HCL AA LOHCLAA LO HCL AA LO HCLAA LO HCL AA LO HCL AA LOHCLAA LOHCLAA LO HCL AA LOHCLAA LO HCL AA LO HCLAA LO HCLAA LOHCLAA LO HCL AA LO HCLAA LO HCL AA LO HCLAA

  9. Instructional Approaches (IA) Assessment approaches (AA) (formative/summative) (peer, self) Spot patterns! Where is the problem? How children learn (HOL) (motivation, barriers to learning, differentiation, progression, Blooms, Solo) Assessment activities Curriculum goals Learning objectives (LO) (Based on Pedagogical Content Knowledge (Shulman, 1986))

  10. Assessment approachesHow do you assess? What support do you need?

  11. Assessment Approaches Which do you use? What do you need help with? What is missing?

  12. Are the booklets working? If not why?

  13. Are the self assessment cards working? If not why?

  14. Are the checklists working If not why?

  15. Approach Handout 1 • Ask you what is most difficult • Provide a means to review assessment for computing - PCK • Evaluate computing planning and assessment using PCK • Gather and suggest assessment approaches and how these can be supported.

  16. Other people’s approaches

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