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Measuring ICT in the Classroom

Assessment, Recording and Reporting ICT

University of Southampton

School of Education

Adrian C Halnan

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Background

Assessment forfor learning

Assessment ofof learning

...Assess..Plan..Teach..Reflect..Assess...

AssessAssess

PlanPlan

Monitor

Intervene

TeachTeach

R e f l e c t i o nR e f l e c t i o n

Within lessonsLessonsDailyWeeklyMedium termLong term

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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

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ICT Attainment Targets

Range of levelsfor most pupils

Expectedattainment formost pupils

KS1 1 -3 7yrs 2

KS2 2 - 5 11yrs 4

KS3 3 - 7 14yrs 5

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ICT Attainment Targets

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

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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’.

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Measuring ICT

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

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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

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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

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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

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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

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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.

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ICT Learning Outcomes

Short Focussed Tasks (KS1 Yr 1 example)

Integrated Tasks (KS2 Yr 5 example) How will you know?

• Observation?

• Annotated Outcome?

• Usage?

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Lesson objectives = WALTWALT

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

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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)

Expected pupil outcomes = WILF

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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?

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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).

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Effective Records

Record Achievement Record systematically Record only significant items

• positive learning progress

• aspects hindering learning progress

Are informative but not complex

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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]

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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?

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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?

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Examples & Issues

Name Level of achievement

Date

Knowledge, skill or understanding Upper Middle Lower

Can use a word processor to create sentences that communicate meaning

Can type text to generate ideas

Can use a computer graphics package to create and develop a picture using a range of tools

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?

Summative or

Formative?

If a child CANCAN do this within RE should they have another

opportunity?

If a child CAN’TCAN’T do this within, for example RE, should they have

another opportunity?

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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

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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

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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