Assessing ICT Learning


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Assessing ICT learning is something many teachers experience difficulty with. This session reviews the range of strategies appropriate to assessing ICT: we look at assessment for learning in ICT, the National Curriculum attainment target and APP. We also consider how ICT may be used to support assessment across the curriculum. You assess an example of a pupil’s ICT work and draft some feedback.
The lecture concludes with a briefing on the assessment task and you have the opportunity to discuss your lesson plan and the rest of your web site with your tutor.

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  • Introduce the task. Students work in groups and then split into pairs to upload work to web site.
  • Assessing ICT Learning

    1. 1. Developing Pupils ’ ICT capability 4. Assessing ICT Learning
    2. 2. Ofsted (2009) The Importance of ICT
    3. 3. Assessment for Learning <ul><li>“ Enable teachers to sift the rich data that arise in class discussion and activity so that professional judgments can be made about the next steps in learning” </li></ul><ul><li>Question and answer </li></ul><ul><li>Observation of students </li></ul><ul><li>Oral and written feedback on hardcopy </li></ul><ul><li>Peer-, self- and e- assessment </li></ul>
    4. 4. Assessment of Pupils Performance <ul><li>Review work using APP guidelines </li></ul><ul><li>Use AF to analyse each pupil’s relative strengths and weaknesses </li></ul><ul><li>Assign each pupil an overall NC level for ICT </li></ul><ul><li>Use this information to set targets, linking with objectives </li></ul>
    5. 11. The challenges of assessing ICT <ul><li>embedded ICT </li></ul><ul><li>paired work </li></ul><ul><li>task vs process </li></ul>
    6. 12. ICT for Assessment <ul><li>e-portfolios </li></ul><ul><li>peer review, peer assessment </li></ul><ul><li>computer assisted assessment </li></ul>
    7. 13.
    8. 15. Assessment Practical <ul><li>Choose a sample of pupils work from / ncassess </li></ul><ul><li>In your pair, analyse the sample and identify the ICT level you believe the pupils are working at. </li></ul><ul><li>Write a paragraph giving ‘ feedback ’ to the pupil and identify a target for progression. Add this to your site. </li></ul>
    9. 16. Meaningful Learning Jonassen 2008
    10. 17. Characteristics of good practice Fox 2003
    11. 18. Characteristics of ICT DfEE (1998) ‘Initial Teacher Training National Curriculum for the use of information and communications technology in subject teaching’, Circular 4/98 Annex B. London: Department for Education and Employment.
    12. 19. Design of a website 20% Lesson Plan & Discussion 80% Devise an art / geography lesson which makes good use of ICT In what ways does ICT make a difference? Discuss planning, teaching and assessing ICT in this context With a partner
    13. 20. <ul><li>Devise an art and design or geography lesson which makes effective use of ICT to develop pupils ’ ICT capabilities and support or enhance learning within your chosen subject </li></ul><ul><li>Clearly articulate the ways in which your planned use of ICT contributes to pupils ’ learning within the subject </li></ul><ul><li>Discuss planning (including differentiation) for and teaching and assessment of pupils ’ ICT capability in relation to your lesson. </li></ul><ul><li>The task is competed with a partner and submitted in the form of an appropriately designed website. </li></ul>
    14. 21. Details… <ul><li>Lesson plan: 500 words equivalent in total </li></ul><ul><li>Discussion: 1000 words per student (750-1000 per PE/DT specialist) </li></ul><ul><li>ie, for most pairs, a 2,500 word equivalent </li></ul><ul><li>You must invite your tutors as viewers or collaborators on your site: mgberry @ , [email_address] , [email_address] </li></ul><ul><li>Hand in a joint statement / cover sheet </li></ul><ul><li>Make no changes after 14:00 on 15/12/11 </li></ul>
    15. 22. <ul><li>Home page (contents) </li></ul><ul><li>Profiles and reflections </li></ul><ul><li>Directed Tasks </li></ul><ul><ul><li>Session 1 – observed resource </li></ul></ul><ul><ul><li>Session 2 – self portraits </li></ul></ul><ul><ul><li>Session 3 – gallery / map </li></ul></ul><ul><ul><li>Session 4 – assessing a pupil’s work </li></ul></ul><ul><li>Assessed work </li></ul><ul><ul><li>Resource details </li></ul></ul><ul><ul><li>Lesson plan (RU format, both sides) </li></ul></ul><ul><ul><li>Planning discussion </li></ul></ul><ul><ul><li>Teaching discussion </li></ul></ul><ul><ul><li>Assessing discussion </li></ul></ul><ul><ul><li>Conclusions </li></ul></ul><ul><ul><li>Bibliography </li></ul></ul>
    16. 23. An excellent assignment will: <ul><li>contain an imaginative lesson plan which demonstrates your understanding of planning, teaching and assessing ICT and includes some elements of provision for individual needs, such as through differentiation; </li></ul><ul><li>include explicit ICT learning objectives (linked to the National Curriculum or EYFS requirements) and objectives from your subject domain; </li></ul><ul><li>provide a clear rationale for using the ICT resource in the context which you have chosen; </li></ul><ul><li>state explicitly the pedagogies used in the lesson – these must be both ICT and age appropriate; </li></ul><ul><li>contain critical reflections on how ICT supports or extends the pupils ’ learning; </li></ul><ul><li>draw on what you have learned in lectures and your reading, as well as your experience in school; and </li></ul><ul><li>name any ICT resources and provide their supplier details. </li></ul>
    17. 24. An excellent website will: <ul><li>open with a home page identifying the authors; </li></ul><ul><li>have a clear navigation structure, making it easy to access the website contents; </li></ul><ul><li>have well designed pages that suit reading from a screen; </li></ul><ul><li>show some attention to principles of good design; </li></ul><ul><li>make use of images and other media, where appropriate; </li></ul><ul><li>include links to other websites, where appropriate; </li></ul><ul><li>include evidence of work on directed tasks from lectures; </li></ul><ul><li>be written in a style appropriate to the web and which makes it accessible to other teachers; and </li></ul><ul><li>be accessible through a web browser alone without additional software being used. </li></ul>
    18. 25. For example…