The document discusses the role of ICT in assessment and evaluation within primary education for the 2012-2013 academic year, highlighting concerns about its inconsistent application across schools. It notes that many students' ICT capabilities were not effectively monitored or integrated into overall learning assessments, particularly in non-specific ICT classes. Various ICT assessment methods and approaches, such as e-portfolios and learning analytics, are proposed to enhance educational outcomes and engage students in their learning processes.

1. Y3 BA PRIMARY EDUCATION
2012-2013
ICT AND A FOUNDATION SUBJECT
LECTURE 4
USING ICT IN
ASSESSMENT
AND EVALUATION

2. Be able to justify the selection
and use of ICT in relation to
aspects of your planning,
teaching, assessment and class
management, as well as be able
to monitor, evaluate and assess
your own teaching and pupils'
learning when using ICT

3. REFLECTIONS ON
SHARLAND

4. 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 secondary
schools, suggesting that the weaknesses
identified previously persisted to a large
extent in many schools.

5. OFSTED ON ASSESSMENT
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.

6. THE CHALLENGES OF
ASSESSING ICT
• embedded ICT
• paired work
• task vs process
• no levels!

7. BECTA:
ICT MARK ASSESSMENT
The assessment and recording of ICT capability
are reliable and consistent. They are informed by
the use of ICT in other curriculum areas and by
moderation within the school. Statutory
requirements for reporting to parents are met.
Pupils regularly assess their own and other
pupils’ ICT capability based on criteria they have
identified and developed. This contributes to their
understanding of what constitutes good quality
and helps them to improve.

8. ASSESSMENT FOR LEARNING
“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.”
• 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 opportunities
and challenges does ICT
present to assessment for
learning?

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, and
if the feedback is motivating
enough, we will keep wrestling with
the game’s limitations - creatively,
sincerely, and enthusiastically - for
a very long time.”
• Levels
• Experience points
• Quests
• Badges

20. OPEN BADGES
Mozilla, 2012

21. PEER REVIEW

23. E-STRATEGY
I am particularly excited by the
idea of giving every student and
learner a personal online learning
space … in the future it will be
more than simply a storage place
– a digital space that is
personalised, that remembers
what the learner is interested in
and suggests relevant websites,
or alerts them to courses and
learning opportunities that fit their
needs.
DfES, 2005

24. LEARNING ANALYTICS

25. Siemens 2010

26. REVIEWING
TEACHING
“Your video should follow the following stages:
Video yourself, teaching a whole class activity. This could be
reading a story, or poem or an introduction to a lesson using
a text.
Edit the video and incorporate a spoken, reflective
commentary on your presentation skills. You should include
clips from your initial video to illustrate points being made.”

27. IRIS CONNECT

28. 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.

29. FOR NEXT WEEK
At least sections 1, 6.1 and 7 of
“Is simplicity the key to
engagement for children on the
autism spectrum?”