Download as PDF, PPTX
![Ofsted on Assessment
The use of assessment was judged to be no better
than satisfactory in 53 of the 86 primary schools
visited for which this was observed, and 42 of the
[74] secondary schools, suggesting that the
weaknesses identified previously persisted to a large
extent in many schools.](https://image.slidesharecdn.com/mertonarpredacted-140202023710-phpapp02/75/Computing-planning-assessment-and-resources-32-2048.jpg)
![National Curriculum
Review
[Levels] may actually inhibit the overall performance of
our system and undermine learning… it actually has a
significant effect of exacerbating social
differentiation… pupils become more concerned for
‘what level they are’ than for the substance of what
they know, can do and understand.](https://image.slidesharecdn.com/mertonarpredacted-140202023710-phpapp02/75/Computing-planning-assessment-and-resources-41-2048.jpg)
Uploaded byMiles Berry
Computing: planning, assessment and resources
This document provides an overview of planning for computing education. It discusses computational thinking concepts like algorithms, decomposition, and patterns. It also mentions creativity. Various themes for computing education are proposed, such as computational thinking, design, and criticality. Assessment approaches without levels are discussed, including formative techniques like self-assessment. Recommended resources include a variety of software, devices, and content.
More Related Content
Similar to Computing: planning, assessment and resources
Computing: planning, assessment and resources
- 1. Planning Assessment Resources Miles Berry ! University ofRoehampton ! 30 January 2014
- 2. A high-quality computingeducation equips pupils to use computational thinking and creativity to understand and change the world. ! DfE 2013
- 3. Computational Thinking • Alogrithms •Decomposition • Patterns • Abstraction • Logical Reasoning
- 4. Creativity “Imagination is notthe same as creativity. Creativity takes the process of imagination to another level. My definition of creativity is “the process of having original ideas that have value.” Imagination can be entirely internal. You could be imaginative all day long without anyone noticing. But you never say that someone was creative if that person never did anything. To be creative you actually have to do something.”
- 5. Constructionism Learning as “building knowledgestructures” … happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity Papert 1991
- 6.
- 7. There's more tocomputing that CS There's more to CS than coding There's more to coding than Scratch There's more to Scratch than Scratch
- 11. ICT Mark • Challengeat all levels • Creative use of ICT that extends their capability • Comprehensive and innovative • Development of ICT capability and its use across the curriculum • Builds on prior attainment and experiences • E-safety etc.
- 12. Decisions • Discrete vsEmbedded • Waterfall vs Agile • NC vs NC+ • PoS or Projects first? • Themes • Structure • Format
- 18. “At the heartof the educational process lies the child” “One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves”
- 19.
- 20. Themes - PoS •CS • IT • DL • Foundations • Applications • Implications
- 21. Themes • Computational thinking •Design • Criticality • Responsibility
- 22. Themes - SOComp •Programming • CS • Networks and the Internet • Communication and collaboration • Creativity • Productivity
- 24. Themes - CAS •Algorithms • Programming and development • Data and data representation • Hardware and processing • Communication and networks • Information technology
- 26. Themes - DrChips_ •Multimedia • Programming • Online • E-Safety • Data
- 27. An outline SoW •Topic title • Curriculum coverage • Learning objectives • Outline of activities • Resources • Cross curricular links • Assessment opportunities
- 28. Phil Bagge -code-it
- 30.
- 31.
- 32. Ofsted on Assessment Theuse of assessment was judged to be no better than satisfactory in 53 of the 86 primary schools visited for which this was observed, and 42 of the [74] secondary schools, suggesting that the weaknesses identified previously persisted to a large extent in many schools.
- 33. Ofsted on ICTAssessment The headteacher of one school in which ICT was judged to be inadequate commented that there was no incentive to collect information on ICT levels or to monitor outcomes. In other schools some teachers had little understanding of what was required for a pupil to reach a certain level. In several schools no assessment of what pupils had achieved in ICT took place at all. In many schools performance in ICT was only assessed in specific ICT classes. This meant that pupils’ considerable use of ICT in other subjects was not monitored or built into planned development.
- 34. Ofsted on Outstanding Assessment •Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. • Consistently high quality marking and that constructive feedback from teachers ensure pupils make rapid gains.
- 35. More from Ofsted •Thorough baselining of pupils’ current level was used, at entry to, or prior to starting the school • Pupils were made aware of their current level and what they needed to do to improve • Opportunities for peer and self-review were embedded in lessons • There was regular standardisation and moderation between teachers and particularly between schools • A progress tracking system accessible to staff and pupils and embracing ICT across all subjects was used • Pupils were given detailed written feedback on their work • Parents were kept regularly updated on their child’s progress in ICT
- 36. Becta / Naace ICTMark Assessment assessment and recording of ICT capability • Thereliable and consistent. They are informed by are the use of ICT in other curriculum areas and by moderation within the school. Statutory requirements for reporting to parents are met. own and • Pupils regularly assess their on criteriaother have pupils’ ICT capability based they identified and developed. This contributes to their understanding of what constitutes good quality and helps them to improve.
- 37. Formative assessment • Self-assessment •Peer-assessment • Open questioning • Discussion with peers • Target setting • KWL
- 38. Naace assessment panel Open-endedquestioning techniques or "technical interviews" encourage pupils to explain and justify their approaches to solving a problem. Technical interviews/conferences may be between: • a pupil and teacher • a pupil and their peer(s) expert from • a pupil and an facilitated byoutside the class (as mediated and the teacher)
- 39. Naace assessment panel Possiblequestioning/discussion approaches: • • • • • • “Compare and contrast” What have you done? Why have you done it? Why have you chosen this way? What other way could you have done this? How could you improve what you have done?
- 40.
- 41. National Curriculum Review [Levels] mayactually inhibit the overall performance of our system and undermine learning… it actually has a significant effect of exacerbating social differentiation… pupils become more concerned for ‘what level they are’ than for the substance of what they know, can do and understand.
- 42. Recommendations The focus of‘standard attained’ should be … specific elements, rather than a generalised notion of a level… All assessment and other processes should bring people back to the content of the curriculum … instead of focusing on abstracted and arbitrary expressions of the curriculum such as ‘levels’.
- 43. Assessment “In order toensure that every child is expected to master this content, I have ... decided that the current system of levels and level descriptors should be removed and not replaced” June 2012 “By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. “ Feb 2013
- 44. Assessment Schools will beable to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents. June 2013
- 45.
- 48.
- 49.
- 50.
- 51.
- 56.
- 58. Computer Science isno more about computers than astronomy is about telescopes.
- 59.
- 61.
- 62.
- 63. Deployment • Lab • Trolley •1:1 • BYOD
- 65. Software - approaches •Commercial - ‘Industry standard’ • Education • Web-based • Apps • Open source
- 66. Shopping List KS1 •Programmable digital devices • Robots & on screen • Tools for working with digital content • Text, images, sound, video, multimedia • IT beyond school • Smartphones, cameras, tablets
- 68. Shopping List KS2 •Programming (no need for text based) • Control or simulation • Computer networks including the internet • command prompt? • The web • HTML editor? Web server? • Communication and collaboration • E-mail, video conferencing, wikis, Google Drive • Search • Google!
- 69. More to codingthan Scratch • Scratch based S4A, Kinect 2 Scratch, Enchanting, Snap!, Scratch Jr (tbc) • Visual Kodu, Blockly, App Inventor, Daisy the Dinosaur, Alice • Textual Logo, Small Basic, TouchDevelop, Python, Javascript, • Other Espresso Coding, 2Code, J2Code, Excel! • Apps Cato’s Hike, CargoBot, Daisy the Dinosaur, Hopscotch
- 70. Shopping List KS2crd • A variety of software • A range of devices • web servers, tablets, laptops • Content • text, images, audio, music, video, animation, 3D • Data • Spreadsheets, exploratory data analysis
- 71.
- 72.