ICT & Computing

Focussing on Assessment and

progress Use of Rubrics for

Project based learning tasksAreas of Learning

The Puzzle of assessing progress – as it changes

How to record and feed back progress and

targetsSetting up the Learning environment

How to juggle students at different stages

Developing Programming capability

Basic Blocks

SpritesMovementLooksStory-telling

Connecting Blocks

Program Control structuresVariables and blocks of code

Connecting Purpose to user

Game with purposeGame that worksStructures that are clear and effective

Using Scratch to create a game

Developing Programming capability

Basic Blocks

SpritesMovementLooks and costumesBasic input and outputStory-telling

Connecting Blocks

Program Control structuresVariables and blocks of code

Connecting Purpose to user

Game with purposeGame that worksStructures that are clear and effective

Using Scratch to create a game

Setting up stages of skills from basic novice level to mastery level

Connecting SOLO to assessment rubrics

Basic Blocks

Label Band 1Connecting Blocks

Label as Band 2Connecting Purpose to user

Label as Band 3

PadawanKnight

Master

Transfer to other areas in similar way

Band 1

Band 2

Band 3

Assessment Criteria – teacher speak version

Criteria assessed need to be clearly defined – no more than 5 so that students can focus on these aspects for improvement

Student Speak

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What should I do next? – Aiming for Progress

Cut down student speak version to create cards that can be used in class to prompt students about what they need to do next – recognising where they are at the moment.

Questions to develop understanding

Questions used by teachers to prime questioning of students. Used in worksheets, prompt cards or as prompts for online AfL activities.

Teacher – Tracking progress

Can be printed so that teacher can assess in the class as the students are working – or when browsing work online

Updates the matrix

automatically

E-Tools for LearningWhat tools can be used to aid students and

staff?

Use of Edmodo quizzes to assess understanding

Areas for focus by teacher become clearer

Analysing Progress and Reporting/Teacher feedback

Level for students arises from aspects being assessed

Number of criteria can be changed and marks needed for a band can be changed

What next?

http://stpetersca.edu20.org/

Extend Edmodo and use other online environments e.g. Use of EDU 2.0 to implement with students in higher year groups

Course creation tools available

Other tools to create and feed criteria to students

Personalise learning

Use of online tools can allow teacher to use time outside lesson to direct feedback to individuals.

Use of online badges to reward students

Incentives that reflect improving ability and skill levels. Points make…

Padawan

Knight

Master

Directed Improvement and Reflection Time

Students identify a piece of work that they need to improve; time in class is allowed to revisit.For this to work the teacher needs to direct feedback so that the student knows what they need to work on (choice is limited to work that will have greatest effect for that student).

What is next?

Consolidate the work and allow for time to embedding it into schemes of work, and transfer between each key stage for the

remaining units this year. Need to improve focus and communicate at different levels.