Y3 ICT and the foundation subjects - Lecture 4, Assessment

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Preliminary reading: Sharland (2012). You should also try to find an example of pupils’ work done using ICT in your chosen foundation subject. …

Preliminary reading: Sharland (2012). You should also try to find an example of pupils’ work done using ICT in your chosen foundation subject.
Focus question: What particular opportunities and challenges does ICT present to assessment for learning?
Lecture: Assessment for learning. Assessing without levels. Particular challenges of assessing ICT. E-assessment. Facilitating peer review, learning analytics. Badges. Using ICT to review teaching.
Task: Review a piece of work done using ICT in your chosen foundation subject. Analyse the ICT use, provide feedback to the pupil and set targets.

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  • 1. Y3 BA PRIMARY EDUCATION2012-2013ICT AND A FOUNDATION SUBJECTLECTURE 4USING ICT INASSESSMENTAND EVALUATION
  • 2. Be able to justify the selectionand use of ICT in relation toaspects of your planning,teaching, assessment and classmanagement, as well as be ableto monitor, evaluate and assessyour own teaching and pupilslearning when using ICT
  • 3. REFLECTIONS ONSHARLAND
  • 4. OFSTED ON ASSESSMENTThe use of assessment was judged to beno better than satisfactory in 53 of the 86primary schools visited for which this wasobserved, and 42 of the secondaryschools, suggesting that the weaknessesidentified previously persisted to a largeextent in many schools.
  • 5. OFSTED ON ASSESSMENTThe headteacher of one school in which ICT wasjudged to be inadequate commented that there was noincentive to collect information on ICT levels or tomonitor outcomes. In other schools some teachers hadlittle understanding of what was required for a pupil toreach a certain level. In several schools no assessmentof what pupils had achieved in ICT took place at all. Inmany schools performance in ICT was only assessed inspecific ICT classes. This meant that pupils’considerable use of ICT in other subjects was notmonitored or built into planned development.
  • 6. THE CHALLENGES OFASSESSING ICT• embedded ICT• paired work• task vs process• no levels!
  • 7. BECTA:ICT MARK ASSESSMENTThe assessment and recording of ICT capabilityare reliable and consistent. They are informed bythe use of ICT in other curriculum areas and bymoderation within the school. Statutoryrequirements for reporting to parents are met.Pupils regularly assess their own and otherpupils’ ICT capability based on criteria they haveidentified and developed. This contributes to theirunderstanding of what constitutes good qualityand helps them to improve.
  • 8. ASSESSMENT FOR LEARNING“Enable teachers to sift the rich datathat arise in class discussion andactivity so that professional judgmentscan be made about the next steps inlearning.”• Question and answer.• Observation of students.• Oral and written feedback on hardcopy.• Peer, self and e-assessment.
  • 9. NATIONAL CURRICULUM REVIEW
  • 10. RECOMMENDATIONS
  • 11. RESPONSE
  • 12. DIGITAL BADGES
  • 13. ALTERNATIVES• Portfolios• Projects• Problem finding• Hackdays• Web 2.0
  • 14. What particular opportunitiesand challenges does ICTpresent to assessment forlearning?
  • 15. ICT FOR ASSESSMENT• e-portfolios• gamification• peer review, peer assessment• computer assisted assessment• learning analytics
  • 16. GAMES Goal Interactivity Feedback oriented Problems /Progression Flow Challenge
  • 17. MCGONIGAL, 2011“If the goal is truly compelling, andif the feedback is motivatingenough, we will keep wrestling withthe game’s limitations - creatively,sincerely, and enthusiastically - fora very long time.”• Levels• Experience points• Quests• Badges
  • 18. OPEN BADGESMozilla, 2012
  • 19. PEER REVIEW
  • 20. E-STRATEGYI am particularly excited by theidea of giving every student andlearner a personal online learningspace … in the future it will bemore than simply a storage place– a digital space that ispersonalised, that rememberswhat the learner is interested inand suggests relevant websites,or alerts them to courses andlearning opportunities that fit theirneeds. DfES, 2005
  • 21. LEARNING ANALYTICS
  • 22. Siemens 2010
  • 23. REVIEWINGTEACHING“Your video should follow the following stages:Video yourself, teaching a whole class activity. This could bereading a story, or poem or an introduction to a lesson usinga text.Edit the video and incorporate a spoken, reflectivecommentary on your presentation skills. You should includeclips from your initial video to illustrate points being made.”
  • 24. IRIS CONNECT
  • 25. Review a piece of work done usingICT in your chosen foundationsubject.Analyse the ICT use, providefeedback to the pupil and set targets.
  • 26. FOR NEXT WEEK At least sections 1, 6.1 and 7 of “Is simplicity the key to engagement for children on the autism spectrum?”