computing: planning, assessment and resources

Miles Berry !

University of Roehampton !

30 January 2014

Planning Assessment Resources

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.

!

DfE 2013

Computational Thinking

• Alogrithms

• Decomposition

• Patterns

• Abstraction

• Logical Reasoning

Creativity

“Imagination is not the same as creativity. Creativity takes the process of imagination to another level. My definition of creativity is “the process of having original ideas that have value.” Imagination can be entirely internal. You could be imaginative all day long without anyone noticing. But you never say that someone was creative if that person never did anything. To be creative you actually have to do something.”

Constructionism

Learning as “building knowledge structures” … happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity

Papert 1991

CS, IT, DL

Foundations

Applications

Implications

There's more to computing that CS

There's more to CS than coding

There's more to coding than Scratch

There's more to Scratch than Scratch

ICT Mark

• Challenge at all levels

• Creative use of ICT that extends their capability

• Comprehensive and innovative

• Development of ICT capability and its use across the curriculum

• Builds on prior attainment and experiences

• E-safety etc.

Decisions

• Discrete vs Embedded

• Waterfall vs Agile

• NC vs NC+

• PoS or Projects first?

• Themes

• Structure

• Format

“At the heart of the educational process lies the child”

“One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves”

Themes?

Themes - PoS

• CS

• IT

• DL

• Foundations

• Applications

• Implications

Themes

• Computational thinking

• Design

• Criticality

• Responsibility

Themes - SOComp

• Programming

• CS

• Networks and the Internet

• Communication and collaboration

• Creativity

• Productivity

Themes - CAS

• Algorithms

• Programming and development

• Data and data representation

• Hardware and processing

• Communication and networks

• Information technology

Themes - DrChips_

• Multimedia

• Programming

• Online

• E-Safety

• Data

An outline SoW

• Topic title

• Curriculum coverage

• Learning objectives

• Outline of activities

• Resources

• Cross curricular links

• Assessment opportunities

Phil Bagge - code-it

Wimpenny-Smith

Assessing Computing(without levels)

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 [74] secondary schools, suggesting that the weaknesses identified previously persisted to a large extent in many schools.

Ofsted on ICT AssessmentThe 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.

Ofsted on Outstanding Assessment

• Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

• Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains.

More from Ofsted• Thorough baselining of pupils’ current level was used, at entry to, or

prior to starting the school

• Pupils were made aware of their current level and what they needed to do to improve

• Opportunities for peer and self-review were embedded in lessons

• There was regular standardisation and moderation between teachers and particularly between schools

• A progress tracking system accessible to staff and pupils and embracing ICT across all subjects was used

• Pupils were given detailed written feedback on their work

• Parents were kept regularly updated on their child’s progress in ICT

Becta / NaaceICT 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.

Formative assessment

• Self-assessment

• Peer-assessment

• Open questioning

• Discussion with peers

• Target setting

• KWL

Naace assessment panel

Open-ended questioning techniques or "technical interviews" encourage pupils to explain and justify their approaches to solving a problem. Technical interviews/conferences may be between:

• a pupil and teacher

• a pupil and their peer(s)

• a pupil and an expert from outside the class (as mediated and facilitated by the teacher)

Naace assessment panel

Possible questioning/discussion approaches:

• “Compare and contrast”

• What have you done?

• Why have you done it?

• Why have you chosen this way?

• What other way could you have done this?

• How could you improve what you have done?

Assessing Without Levels

National Curriculum Review

[Levels] may actually inhibit the overall performance of our system and undermine learning… it actually has a significant effect of exacerbating social differentiation… pupils become more concerned for ‘what level they are’ than for the substance of what they know, can do and understand.

Recommendations

The focus of ‘standard attained’ should be … specific elements, rather than a generalised notion of a level… All assessment and other processes should bring people back to the content of the curriculum … instead of focusing on abstracted and arbitrary expressions of the curriculum such as ‘levels’.

Assessment

“In order to ensure that every child is expected to master this content, I have ... decided that the current system of levels and level descriptors should be removed and not replaced”

June 2012

“By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. “

Feb 2013

Assessment

Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.

June 2013

More advice…

Fresh Opportunities

Scrape

Badges

Open Badges

Resources

Computer Science is no more about computers than astronomy is about telescopes.

Handheld devices

Platform

Alternatives

Deployment

• Lab

• Trolley

• 1:1

• BYOD

Software - approaches

• Commercial - ‘Industry standard’

• Education

• Web-based

• Apps

• Open source

Shopping List KS1

• Programmable digital devices

• Robots & on screen

• Tools for working with digital content

• Text, images, sound, video, multimedia

• IT beyond school

• Smartphones, cameras, tablets

Shopping List KS2• Programming (no need for text based)

• Control or simulation

• Computer networks including the internet

• command prompt?

• The web

• HTML editor? Web server?

• Communication and collaboration

• E-mail, video conferencing, wikis, Google Drive

• Search

• Google!

More to coding than Scratch

• Scratch based

S4A, Kinect 2 Scratch, Enchanting, Snap!, Scratch Jr (tbc)

• Visual

Kodu, Blockly, App Inventor, Daisy the Dinosaur, Alice

• Textual

Logo, Small Basic, TouchDevelop, Python, Javascript,

• Other

Espresso Coding, 2Code, J2Code, Excel!

• Apps

Cato’s Hike, CargoBot, Daisy the Dinosaur, Hopscotch

Shopping List KS2 crd

• A variety of software

• A range of devices

• web servers, tablets, laptops

• Content

• text, images, audio, music, video, animation, 3D

• Data

• Spreadsheets, exploratory data analysis

bit.ly/ittcomp

m.berry@roehampton.ac.uk !

milesberry.net !

@mberry