Measuring ICT in the Classroom

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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 for learning
• Assessment of learning
• ...Assess..Plan..Teach..Reflect..Assess...

Within lessons Lessons Daily Weekly Medium
term Long 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
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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 WALT

• Taken from the work of Shirley Clarke Unlocking
  formative assessment. Hodder and Stoughton 2001
• Lesson objectives WALT
• W 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

• Expected pupil outcomes WILF
• W hat I m L ooking F or is
• For example, What Im 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)

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ICT Learning Outcomes

• If a child produces a hardcopy you need to know
• The degree of independencewhat support was
  there?
• The degree of complexitywhat specific ICT
  functions were used?
• The contextwas 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?docid58 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 haveis there an even
  better way to
• Did you know you can get the same effect by
• Careful advice on errors
• Youve chosen pictures that dont really match
  the subject can you find better ones?

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Examples Issues
Summative or Formative?
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?
Name Level of achievement Level of achievement Level of achievement Date
Knowledge, skill or understanding Upper Middle Lower Date
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
If a child CAN do this within RE should they have
another opportunity?
If a child CANT 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