Measuring ICT in the Classroom

Measuring ICT in the Classroom Assessment, Recording and Reporting ICT University of Southampton School of Education Adrian C Halnan

Intervene Assess Plan Teach Monitor R e f l e c t i o n Background Assessment for learning Assessment of learning ...Assess..Plan..Teach..Reflect..Assess... Within lessons Lessons Daily Weekly Medium term Long term

Key Elements of ICT PoS Knowledge, skills and understanding • Finding things out • Developing ideas and making things happen • Exchanging and sharing information • Reviewing, modifying and evaluating work as it progresses • Breadth of study

ICT Attainment Targets

ICT Attainment Targets Level Descriptors are intended to be used as summative comments on pupils’ attainment at the end of a Key Stage

Schemes of Work • Each of the individual units of the QCA Scheme of Work for ICT also identifies expectations for: • ‘most children’; • those who ‘will not have made as much progress’ • those who ‘will have progressed further’.

Measuring ICT • What will be measured? • How will you assess it? • Why are you assessing it?

Activity 1 Purpose: To illustrate some issues related to assessment in general but that apply specifically to ICT Instructions • Print your name on the top left corner of a sheet of paper and date it. • Taking no more than 4 minutes • Create a diagram of a fish! • When you have finished sit up straight and fold your arms • Swap your work with someone else

Mark Scheme name = 1 mark PRINTED name = 1 Date = 1 mark mouth = 1 mark tail = 1 mark each eye = 1 mark lateral fin = 1 mark dorsal fin = 1 mark fin = 1 mark each gill (x2) = 5 marks scales = 10 marks 3D = 15 marks two colours = 25 marks labels = 30 marks Total = 100

Good Assessment will…. • Establish expectations & standards • Communicate how well a pupil has done • Communicate how a pupil can improve • Informs teachers what progress has been made and where it has not! • Informs year group, KS, school, parents & other agencies

Specific ICT Assessment Activities • Involve assessments based on what has been taught • Set appropriate parameters • Working on your own • Using only the ‘weather’ database • You should answer as many questions as possible • You will have 20 minutes

Activity 2 In pairs consider these intended learning outcomes: By the end of this session the children will be able to: • identify where the return/enter key has been used in text and why • use the return/enter key where appropriate Make very brief notes about the different forms of evidence / situations needed to make assessments.

ICT Learning Outcomes • Short Focussed Tasks (KS1 Yr 1 example) • Integrated Tasks (KS2 Yr 5 example) • How will you know? • Observation? • Annotated Outcome? • Usage?

Lesson objectives = WALT • Taken from the work of Shirley Clarke: Unlocking formative assessment. Hodder and Stoughton 2001 Lesson objectives = WALT We A re L earning T o… For example, We Are Learning To produce text, on screen, that is clear and has no mistakes

Expected pupil outcomes = WILF Expected pupil outcomes = WILF W hat I ’m L ooking F or is… For example, What I’m Looking For is for you to • Explain some of the problems that scientists might have when collecting data (Quality items) • Show me why a line graph may show gradual changes over time better than either tables or bar charts (Quality items)

ICT Learning Outcomes If a child produces a hardcopy you need to know • The degree of independence:what support was there? • The degree of complexity:what specific ICT functions were used? • The context:was this a new area of learning in both terms of subject content and ICT skill?

Activity 3 Quickly brainstorm with 2/3 others what: • information • instructions • support you would provide for a voluntary adult helper or LSA with regards ICT activities (both non-PC and PC).

Effective Records • Record Achievement • Record systematically • Record only significant items • positive learning progress • aspects hindering learning progress • Are informative but not complex

Detailed records? However you should appreciate that: … it is no longer considered necessary to keep detailed records of assessments … (however it may be)… beneficial to record significant achievements in learning. Keeping some evidence will be useful to inform annual reporting to parents and end of Key Stage 'best fit' judgements. It may be useful for pupils to evaluate their own ...http://curriculum.becta.org.uk/docserver.php?docid=58 [accessed 27/08/03]

Recording Strategy? When at all possible train children to record the ‘What and When’ • tick list • an individual ICT log book • some simple electronic record. What can go wrong with this approach? What can go wrong with this approach and what might be an advantage? What can go wrong with this approach and what might be an advantage?

Encouraging Progress • Positive comments on success • That is good I like how you… • (To whole class – Blue group have found a good way to solve the problem – listen to how they have sorted it out…) • Advice on how to improve • I really like they way you have…is there an even better way to … • Did you know you can get the same effect by… • Careful advice on errors • You’ve chosen pictures that don’t really match the subject – can you find better ones?

Summative or Formative? What would you observe or what other evidence would you need to define different levels of achievement in ICT for each of these Year 2 items? Examples & Issues If a child CAN’T do this within, for example RE, should they have another opportunity? If a child CAN do this within RE should they have another opportunity?

Assessing Capability • IT capability is built up slowly • IT capability involves far more than simply acquiring IT skills • Any assessment should take account of: • IT skills, knowledge and understanding acquired • the contexts of the activity • the purpose of the activity

Reporting ICT • No statutory requirement at KS1 & KS2 to record & report attainment in terms of levels • So how is progress measured? • So how can you judge if attainment is appropriate? • Progress in ICT must be reported as a separate subject • NB progress – not just what has been done

Summary • Assess..Plan..Teach..Reflect..Assess.. • NC ICT PoS & Expected Levels of Attainment • What? How? Why? • Communicate - How well & How to improve • Short Focussed and/or Integrated tasks • Independence/Complexity/Context • Record - Significant aspects relating to Attainment

Measuring ICT in the Classroom