proving and improving effective assessment in ict [email protected]
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Proving and improving
Effective assessment in ICT
www.ncaction.org.uk
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An assessment continuum
Proving
• Questioning and dialogue
• Feedback through marking
• Self and peer assessment
• Tasks and tests for formative uses
• School portfolios
• Moderated teacher assessment• National Tests and qualifications
Improving
formative summative
Assessment for learning Assessment of learning
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Understanding standards: What is ICT Capability?
ICT techniques and facts
ICT process skillsICT concepts
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Understanding standards: ICT techniques and facts
This aspect of capability is concerned with ICT techniques and facts, often described through statements such as…
• I can cut and paste, crop a picture, create a mail-merge, write a macro.
• I know what a font, field, spreadsheet and search engine is.
As pupils make progress they develop an increasing repertoire of skills and a wider knowledge base. These aspects of capability can, for example, be assessed through straightforward tasks and tests.
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Understanding standards: ICT processes
This aspect of capability is concerned with applying ICT techniques and knowledge purposefully to undertake information handling processes. Typically pupils will use ICT to…
• Find and use information. (They will identify what information is required for a task, search and select information, making judgements about the usefulness of information)
• Develop and exchange ideas. (They will organise, structure and re-purpose information, use and create models and to explore relationships and ask ‘what if’ type questions.)
These processes can be broken down into sub-processes for teaching and some assessment purposes. As pupils make progress processes become increasingly integrated.
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Understanding standards: ICT concepts
This aspect of capability is concerned with understanding and applying information concepts. Typically as pupils apply their skills they will consider…
Fitness for purpose: Understanding common form and conventions, Audience needs,
Classification and structure: Understanding that information can be classified, sorted, searched using criteria. That information needs to be organised and structured systematically.
Plausibility: Understanding the need for accuracy, precision, verification. Understanding that information is written by an author and for a purpose.
Automation:understanding how some processes can be automated using ICT
Provisionality: Understanding that ICT can be used for modelling. Exploring and hypothesising using ‘what if’ approaches.
These concepts are applied across levels with increasing sophistication.
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Audience
“Most cards have a picture and a message. I’ve written Happy Mother’s Day and chosen the kitten from the clip art library because my mum likes cats.”
They share ideas in different forms: Level 2
“ I’ve grouped the pages thematically. All the pages are linked using a standard menu on each page. Some technical words are highlighted and hyperlinked to a simple explanation. Later I’d like to add sound files to these words.”
They organise and structure information in a form suitable for processing, for specific audiences and purposes: Level 5
“In my DJ library system I created a data entry form for the DJ to add new CDs using a drop down menu for each category of music. It minimises the risk of errors when completing fields. There’s also a standard letter that looks to the ‘previous customers’ list in the database to create personalised mail-shots.”
They design and implement systems for others to use Level 8
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Progression in ICT Capability?
ICT techniques and facts
ICT processesICT concepts
We are seeking to teach, develop and assess ICT capability.
Context Straightforward to complex application
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So what does effective assessment of learning look like?
ProvingImproving
Assessment for learning Assessment of learning
Existing tools to support teachers’ professional expertise in making summative assessments include:
• Level descriptions
• Progression map of key characteristics
• Illustrative examples of pupils’ work in NC Action
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NC Action: pupils’ work and commentaries