computing assessment tasks 2 year - teachwire · 2017-01-31 · computing assessment tasks task 1...

Computing

Assessment TasksYear

2John Woollard and Becca Law

FREESAMPLE

How to use Computing Assessment Tasks

Task 1 Gauge existing knowledge.

Use the diagnostic checklist and visual prompts for each topic to identify gaps early, and plan teaching accordingly.

Task 2 Check knowledge and understanding for each topic.

Set the written end-of-topic task to check children’s knowledge and understanding of the new curriculum.

Task 3 Assess practical application of learning.

Set the practical end-of-topic task, which children can complete on-screen or on paper, to assess children’s application skills.

Reliably mark the tasks.

Mark the tasks and input scores into the digital marksheet provided to see children’s strengths and weaknesses at a glance.

One-off purchase provides everything teachers need for whole school computing assessment

Contents

Introduction ...........................................................................1

Pupil Progress Sheet .............................................................5

Year 2 Creating content Task 1 (diagnostic) ..........................6

Year 2 Creating content Task 2 (written) ...............................8

Year 2 Creating content Task 3 (practical) ...........................12

Year 2 Creating content answers and mark scheme ........14

For more information about Computing Assessment Tasks visit www.risingstars-uk.com/computingtasks.

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IntroductionWhy use Rising Stars Computing Assessment Tasks?

The Rising Stars Computing Assessment Tasks have been developed to help you assess the progress your pupils are making against the 2014 National Curriculum programme of study for Computing. Tasks are provided for Years 1 to 6 and are easy to use and mark.

All of the tasks have been developed by an expert team to fi t perfectly with the new primary Computing curriculum. The tasks are organised around key topics which have been extrapolated from the programme of study. All tasks can also be used alongside the Rising Stars Progression Framework for Computing, which is free to download from the Rising Stars website.

The results of the tasks can be used to track whether pupils are working towards expectations, meeting expectations or exceeding expectations. These results can then be used alongside other information to enable effective planning of future teaching and learning, for reporting to parents and as evidence for Ofsted inspections. The results data can be entered into the digital marksheet, which can be used to record the results of individual pupils for all of the questions in the written and practical tasks. Data can also be exported into the school’s Management Information System (MIS).

About the Computing Assessment Tasks

The tasks are written to match the programme of study for the 2014 National Curriculum. The content is split into topics, shown in the table below.

Topic Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Problem solving ✓ ✓ ✓ ✓ ✓ ✓

Programming ✓ ✓ ✓ ✓ ✓ ✓

Logical thinking ✓ ✓ ✓ ✓ ✓ ✓

Searching ✓ ✓ ✓ ✓

Creating content ✓ ✓ ✓ ✓ ✓ ✓

Digital literacyOnline safety ✓ ✓ ✓ ✓ ✓ ✓

Using IT beyond school ✓ ✓ ✓ ✓ ✓ ✓

Each topic includes three tasks:

• Task 1 (diagnostic) • Task 2 (written) • Task 3 (practical)

The marks available for each task are as follows:

TaskNumber of marks

All year groups

Task 1 (diagnostic)* N/A

Task 2 (written) 10

Task 3 (practical) 5

*The diagnostic tasks are read aloud by the teacher in class, so no individual marks are awarded – rather, the teacher can gauge knowledge and pitch

teaching of the topic accordingly.

1

5

Task demand

For each written task paper (Task 2), the demand of the tasks increases as the pupil works their way through the paper. The fi rst few questions are designed to ease pupils into the paper, with those following designed to be suitable for all pupils working at the expected level. At the end of each task paper, the last two marks available will usually stretch knowledge and skills to enable you to differentiate and recognise which pupils are working above the expected standard.

Tracking progress

The marks pupils score in the tasks can be used to track how they are progressing against the expected outcomes for their year group in relation to the National Curriculum programme of study. The marks for tasks 2 and 3 for each topic have been split into three progress zones:

• working towards expectations• meeting expectations• exceeding expectations.

The zones for each year group are as follows:

Zone mark range

Task Working towards expectations Meeting expectations Exceeding expectations

All Years 2 (written) 0–5 6–8 9–10

All Years 3 (practical) 1–2 3–4 5

Task 1: Diagnostic

How to use the diagnostic tasks to determine prior learning

The fi rst task for each topic is designed to help you assess the prior learning of individual pupils and the class before teaching begins. These questions are more open-ended than Task 2, to elicit as much information as possible and help you to refi ne your plans for teaching the topic.

Each task comprises a set of questions to ask pupils, as well as supporting visual prompts where appropriate. The most effective use of these will involve asking the questions provided, either to the whole class, or to smaller groups, as you prefer. Ensure that the visual prompts provided are used alongside the questions. Gauge from the responses given by pupils what level of knowledge they already have in the subject (and in older year groups, how much they have retained from teaching in the previous year).

Task 2: Written

How to use the written computing tasks

The written computing tasks can be used in a number of different ways. They do not have to be administered formally. You may prefer to use the content as a stimulus for teaching and learning in class, or pupils can be given the tasks as homework.

a) Administering the tasks as formal assessments

Preparation and timings

1 Make enough copies of the tasks for each pupil to have their own copy. 2 Hand out the papers to pupils for use in class.

Year 2 Introduction

2

3 Pupils will need pens or pencils, rulers and erasers. Encourage pupils to cross out answers rather than rub them out.

4 There are no time limits for the tasks but we suggest allowing roughly twenty minutes for Task 2 (the written paper) to be completed. This is only rough guidance however – you may adjust this time according to your knowledge of your class and how long you feel they will need to work through the questions at a pace that suits them.

5 Help with reading may be given using the same rules as when providing a reader with the DfE KS2 tests.

Supporting pupils during the tasks

Before pupils begin, explain that the tasks are an opportunity to show what they know, understand and can do. They should try to answer all of the questions but should not worry if there are some they can’t do.

Many pupils will be able to work independently on the tasks, with minimal support from you or a teaching assistant. However, pupils should be encouraged to attempt a question, or to move on to a new question if they appear to be stuck, to ensure that no pupil becomes distressed.

It is important that pupils receive appropriate support, but are not unfairly advantaged or disadvantaged. Therefore, throughout the tasks, you may read, explain or sign to a pupil any parts of the task that include instructions. For example, by demonstrating how to circle an answer.

b) Using the tasks for class teaching and learning

All of the tasks are also provided in pdf format, and as PowerPoint presentations. These files can be downloaded from My Rising Stars.

Each question within a PowerPoint file is presented on a separate slide for clarity. You may wish to project these presentations onto a whiteboard to support whole-class or group teaching and learning.

This could work in two ways:

• You could use questions on the whiteboard as a class teaching and learning activity to prompt group discussion. For example, you could choose an appropriate question to start or end a lesson, working through it together and checking whether your pupils have understood the material covered in lessons.

• For younger year groups, you could project questions onto the whiteboard as pupils complete the task more formally, reading aloud and encouraging pupils to then answer individually on their own paper.

Task 3: Practical

How to use the practical computing tasks

The practical tasks are designed to be used flexibly within class; they do not have to be delivered as a formal assessment. You might like to use them as the basis for computing lessons, and you may even wish to extend them to form part of a larger project. The context for the activities can often be changed to match the content that pupils are studying in class at that particular time.

Practical tasks may fill a Computing lesson, but can be completed over a longer or shorter time frame if desired.

For many of these practical tasks, you can choose whether you would prefer your pupils to complete the work on a computer or on paper. There are also some that are only suitable for completion on a computer.

Year 2 Introduction

3

4

We have indicated clearly with icons whether tasks work on a computer , on paper , or both.

In some of the practical tasks, online materials or websites may be used. Where relevant, suggestions for these are provided within the mark scheme for the task in question.

If you choose to use the practical tasks for formal assessment, it is important to ensure that pupils work as independently as possible. This will allow you to make a clearer judgment about the appropriate number of marks to assign for each pupil.

Marking the tasks

Use the detailed mark scheme and your professional judgement to award marks. Do not award half marks.

It can be helpful to use peer marking of task questions from time to time. Pupils should exchange task sheets and mark them as you read out the question and answer. You will need to check that pupils are marking accurately. This approach also provides an opportunity to recap on any questions that pupils found difficult to answer.

Using the digital marksheet

The table on page 2 gives the mark ranges for each task, which you can use to see how well each pupil is doing in each task and across each topic. If pupils are making the expected progress for their year, they will be consistently scoring marks in the middle zone of marks in the tasks.

On purchasing the tasks, a downloadable digital marksheet will be made available on your My Rising Stars account. This allows you to enter the marks for each question by pupil. This then allows you to track the progress of individual pupils and the whole class.

The digital marksheet also enables you to review the marks for each question, so that you can identify areas where some or all pupils may need further support and areas where some or all pupils are ready to be stretched further.

If required, data from the tasks can be exported into the school’s Management Information System (MIS) so that it can be used alongside other data in whole-school monitoring, including the monitoring of specific groups of pupils, such as Pupil Premium.

Feeding back to pupils

Once the task has been marked, you might like to use a five-minute feedback session with pupils to help them review their answers. Wherever possible, pupils should be encouraged to make their own corrections as this will enable them to become more aware of their own strengths and weaknesses. Agree with each pupil what they did well in the task and what the targets are for them to improve. A template pupil progress sheet is provided on page 5 for this purpose.

Year 2 Introduction

7

We have indicated clearly with icons whether tasks work on a computer , on paper , or both.

In some of the practical tasks, online materials or websites may be used. Where relevant, suggestions for these are provided within the mark scheme for the task in question.

If you choose to use the practical tasks for formal assessment, it is important to ensure that pupils work as independently as possible. This will allow you to make a clearer judgment about the appropriate number of marks to assign for each pupil.

Marking the tasks

Use the detailed mark scheme and your professional judgement to award marks. Do not award half marks.

It can be helpful to use peer marking of task questions from time to time. Pupils should exchange task sheets and mark them as you read out the question and answer. You will need to check that pupils are marking accurately. This approach also provides an opportunity to recap on any questions that pupils found diffi cult to answer.

Using the digital marksheet

The table on page 5 gives the mark ranges for each task, which you can use to see how well each pupil is doing in each task and across each topic. If pupils are making the expected progress for their year, they will be consistently scoring marks in the middle zone of marks in the tasks.

A downloadable digital marksheet is available on My Rising Stars (www.risingstars-uk.com). This allows you to enter the marks for each question by pupil. This then allows you to track the progress of individual pupils and the whole class.

The digital marksheet also enables you to review the marks for each question, so that you can identify areas where some or all pupils may need further support and areas where some or all pupils are ready to be stretched further.

If required, data from the tasks can be exported into the school’s Management Information System (MIS) so that it can be used alongside other data in whole-school monitoring, including the monitoring of specifi c groups of pupils, such as Pupil Premium.

Feeding back to pupils

Once the task has been marked, you might like to use a fi ve-minute feedback session with pupils to help them review their answers. Wherever possible, pupils should be encouraged to make their own corrections as this will enable them to become more aware of their own strengths and weaknesses. Agree with each pupil what they did well in the task and what the targets are for them to improve. A template pupil progress sheet is provided on page 8 for this purpose.

Year 2 Introduction

8 © Rising Stars UK Ltd 2017. You may photocopy this page.

My progress

How well did you do?

Which question did you fi nd the hardest?

What do you need more help with?

Name: Class: Date:

Topic name: Task number: My mark:

5

© Rising Stars UK Ltd 2017. You may photocopy this page. 33

Question Answer Extra information

1 We are going to talk about how you use computers to create content.

What different tools have you used to create content?

Tools might include:

• laptop, mouse, tracker pad, microphone, headset

• tablet, tablet camera, tablet sound recorder

• smartphone, smartphone camera

• digital cameras, video cameras and audio recorders.

Note which devices children need more experience with.

2 Who has used the computer to paint a picture?

What tool did you use?

Pupils’ responses will vary. This, and the following questions, will identify where specifi c activity should be directed.

3 Who has used the computer to change a photograph?

What tool did you use?

Pupils’ responses will vary.

4 Who has recorded their voice on the computer?

How did you do this?


5 Who has used a video camera?


6 Who has put video onto the computer?


7 These are pictures we often see on a computer.

What do they mean?

a) Save

b) Print

c) Upload (to the Internet)

d) Make the text bold

e) Fill an area with colour

f) Cut off part of a picture

Show the pictures on page 34.

Year 2Creating content Task 1 (diagnostic)

6


Year 2Creating content Task 1 (diagnostic): question 7, visual prompt

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Name: Class: Date:

Total for this page

1. Draw lines to show what each tool is used for.

Make a video recording

Send an email

Paint a picture

2 marks

2. What tool would you use to record sound?

1 mark

Year 2Creating content Task 2 (written)

8


Total for this page

3. Here is a gallery of four photos.

Draw lines to show which photo fi ts best with each description.

A picture to show life on a farm.

A picture for a funny story about cows.

A picture to show where milk comes from.

A picture for a book about baby animals.

2 marks

Year 2 Creating content Task 2 (written)

9


Total for this page

4. Some children are discussing the best tool for writing a story.

Circle the name of the child who has the correct answer.

1 mark

5. Milo has taken a photo of a fl ower.

He is using a photo editing program.

Draw lines to show what each of the tools do.

Type text over the image.

Paint over the image.

Zoom in to look at the detail.

Remove part of the picture. 2 marks


LouisDina

Anna

10


6. Digital photos are made up of tiny dots.

What are these dots called?

Circle one.

patterns spots pixels sprites

7. Look at the poster below.

Dog show!

22nd April at 2pm

Meadhouse Primary

50p per entry

How would you improve the poster?

1 mark

1 mark

/10

Total for this task


11


Name: Class: Date:

Use a computer to create a poster to advertise a school play.

You must include the following information:

• Little Red Riding Hood

• 19th July at 5pm

• £4 per ticket.

Think about:

• what tool you will use

• ways of making the poster interesting

• how you will save your work.

Use the next page to write and sketch your ideas.

Year 2Creating content Task 3 (practical)

12


Year 2 Creating content Task 3 (practical)

Write down ideas for your poster here.

5 marks

/5

Total for this task

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Year 2 Answers and mark schemes


Year 2 Creating content

Task 2 (written) Marks Extra information

1

Make a video recording

Send an email

Paint a picture

2 1 mark for two correct.

2 marks for all correct.

2 Microphone / audio recorder 1 Accept other similar appropriate responses if different tools available in school.

3 A picture to show life on a farm.

A picture for a funny story about cows.

A picture to show where milk comes from.

A picture for a book about baby animals.

2 1 mark for two correct.


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Year 2 Answers and mark schemes


Task 2 (written) Marks Extra information

4 Louis 1

5

Type text over the image.

Paint over the image.

Zoom in to look at the detail.

Remove part of the picture.

2 1 mark for two or three correct.


6 pixels 1

7 Any one of:

• add colour

• add image / border

• make text more interesting.

1 Any other similar appropriate responses.

Task 3 (practical) Marks Extra information

The pupil should have made notes and sketches of their plans before selecting software and producing the poster.

5 1 mark for identifying an appropriate tool or tools for the task.

1 mark for including all the relevant information.

1 mark for creative use of text style.

1 mark for creative use of colour and / or images.

1 mark for saving work and the use of an appropriate fi le name.

Year 2 Creating content (continued)

15

Flexible tasks to embed and assess the computing curriculum

Developed by the most trusted provider of primary computing and assessment resources, these Computing Assessment Tasks help schools to assess children’s knowledge and application skills against the new

programme of study for Years 1 to 6.

Diagnostic checklists enable teachers to gauge existing knowledge

Written tasks help teachers to check knowledgeand understanding

Practical tasks assess application skills

All questions are also provided as slides for whiteboard projection

Visit www.risingstars-uk.com/computingtasks to find out more and to place your order.

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computing assessment tasks 2 year - teachwire · 2017-01-31 · computing assessment tasks task 1...

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