We will show how the curriculum is changing.And what’s available NOW for you to use.We will also touch on the barriers to change.
We will have to go through the slides pretty quickly if we have time for the demonstration.
We will begin with some of the new qualifications available to schools and colleges.
Explain what NPAs and NCs are.Emphasise the modern qualifications.
This is an example of a new qualification.Note Outcome 2 – very engaging for young people.This course encourages the use of Facebook and Twitter.
This is an example of an NPA, with 3 credits (120 hours).Proving to be very popular in schools.Note the integrated teaching and assessment material.
We have traditional and digital support materials.
This is an example of a course with a lot of digital support material.Note the outcomes.Some schools offer this to every pupil in S2 (e.g. Glasgow Academy and Airdrie Academy).Note the assessment – simple and modern. It uses SOLAR.
The entire course can be delivered and learnt on a smartphone.Graeme is now going to talk about SQA Academy and SOLAR.
Assessment remains a barrier to change.I will look at the reasons for this, and some possible solutions.
It has served us well.Egalitarian roots: Chinese Civil Service promotion based on merit (knowledge) rather than family ties.Churchill story (Eton entrance exam... blotting answer book... “I am a Churchill”).Remains one of the few times when a working class child is on a level playing field with the other classes.
Picture on left taken in 1940. One on left in 2007.The school master on the left would not be too uncomfortable being on the right...Unlike doctors or most other professions.
Government complains about cost.Headteachers complain about lack of flexibility.Employers complain about education not delivering the skills they need.Teachers complain about having to teach to the test.Kids complain about having to write.Not deep learning – memorisation – my story when I became a marker for Higher Computing Studies.
The last bullet point is particularly significant.
Marc Prensky coined the most famous name “digital native/immigrant”.Been criticised and “resident/visitor” metaphor is gaining popularity.
There has not been a genetic change but there has been a change in attitude and expectations and preferred style of learning.
I used to ask who was familiar with these logos (hands up).
These are some of the characteristics of modern assessment.A modern assessment should exhibit some of these characteristics.Using technology should not be permitted, it should be encouraged.Access to technology is a problem but it shouldn’t stop its adoption. It’s like banning tutors or parental encouragement.
Here is a summary of the characteristics of “traditional” and “modern” assessment.They are almost opposites.
Modern version is more engaging, more authentic, and the kids will learn more (including IT and collaboration skills).
Traditional assessment has served us well… “the straight jacket of success”.It’s what we’re used to… “persistence of traditionalism”.We’re not sure how to assess some of the skills e.g. collaboration.Marking schemes need to be modernised. Give example of Rovai… “no of posts, time between posts, no. of log ins, etc.
2. Summary of presentation New ICT courses Support materials available to teachers  Traditional  Electronic SQA Academy SOLAR Modernising assessment  The need to  The challenges Demonstration of Internet Safety materials
3. Curriculum ICT qualifications Support materials SQA Academy SOLAR
4. New ICT courses Stand alone National Units  DigitalCulture  Internet Safety  Web Logs National Progression Awards  Computer Games Development  Social Software National Certificates  Digital Media Computing
5. Digital Culture (SCQF Level 4) Outcomes 1. Describe the various types of social software available. 2. Describe the impact of digital technology on contemporary culture. 3. Use social software to perform specific tasks Contents  Social networks (Facebook)  Instant messaging  Blogs  Wikis
6. NPA Computer Games Development SCQF Levels 4/5/6 Contents  Computer Games: Design  Computer Games: Media Assets  Computer Games: Development Teaching and learning material  Single integrated teaching and learning pack (one for all levels) Assessment  Single integrated project (one for each level)
7. Support materials Traditional  National Assessment Bank  Some paper teaching materials  Delivery guides for teachers Digital  Online testing (SOLAR)  SQA Academy courses for teachers  E-learning materials for pupils
8. Case study: Internet Safety Outcomes 1. Explain the risks that exist when using the Internet 2. Safeguard self and others 3. Take precautions to maintain security and performance 4. Adhere to the legal constraints, guidelines and procedures Assessment  Item bank  Blog
9. Case study continued Support materials  NAB  Item bank on SOLAR  E-learning material  PC  Tablet  Smartphone
10. SQA Academy Online learning management and delivery Provide real-time on-demand CPD for SQA Appointees Manages the delivery of CPD for teachers and lecturers across Scotland Supports SSLN and elearning materials provision www.sqaacademy.org.uk
11. SOLAR Online managed and delivered e-testing Dynamic itembank-driven assessment creation Real-time reporting and learner feedback Pre-verified guaranteed on delivery by SQA www.sqasolar.org.uk
13. Assessment 1.0 Assessment from 618AD to today Characteristics  Paper-based  Classroom based  Formalised  Synchronised  Controlled  Industrialised Enjoys public and political confidence Changed little since early 20th Century
14. Spot the difference
15. Problems with 1.0… Expensive to run  Doesn’t scale well Inflexible  Arranged around diets  One size fits all (not personalised) Not delivering contemporary skills  Collaboration, problem solving, flexibility Drives teaching and learning  “Teachingto the test”  Memorisation not understanding Unnatural  Not using what learners use
16. Student perceptions Artificial and contrived Something that is done to them Doesn’t measure anything important Hurdle to be jumped  Not part of their learning  Sole purpose of their learning
17. New types of learner? “Net Geners”
18. Digital nativesIMMIGRANT NATIVE Use books  Use Web Passive learning  Active learning Contrived tasks  Authentic tasks Process oriented  Goal oriented Memorise  Search Library  Google Compete  Collaborate
19. Modern assessment Authentic Natural Personalised Negotiated Problem-based Deep Collaborative Peer and self-assessed Tool supported
20. Assessment 1.0 v Assessment 2.0Assessment 1.0 Assessment 2.0 Given  Negotiated Done alone  Done collaboratively Descriptive  Researched/Deep Text  Text/audio/video Closed book  Open web Done in class  Done anywhere Teacher assessed  Self- and peer- assessed
21. Assessment 1.0 v Assessment 2.0Assessment 1.0 Assessment 2.0 Write an essay  Working with other describing the rise students, choose an of Fascism in aspect of the rise of Germany during the Fascism in Germany period 1932-39. during the 1930’s You may not confer and research this. nor refer to notes or  Create a team blog other reference to record your material. findings.
22. Barriers to change Teachers are digital immigrants Inertia  “Persistence of traditionalism” Risk aversion  “Straight-jacket of success” Lack of standards  Rubrics  Plagiarism
23. SOLAR E-Assessment...... and the rest! Efficient, Effective and Engaging Flexible Re-usable Sometimes Printable!
24. E-Assessment when ready Formative Summative www.sqasolar.org.uk
25. MythsMyths about SQA guidance on e-assessment and technology
26. The man from SQA says no!
27. It doesn’t look like the NAB
28. I have to use the NAB
29. I don’t have 28 computers in my classroom – I am in the Art department!