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Primary ICT Assessment What does good assessment look like? The ICT Assessment Toolkit © NEWLICT North East and West London ICT Consultants' Group.

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Presentation on theme: "Primary ICT Assessment What does good assessment look like? The ICT Assessment Toolkit © NEWLICT North East and West London ICT Consultants' Group."— Presentation transcript:

1 Primary ICT Assessment What does good assessment look like? The ICT Assessment Toolkit © NEWLICT North East and West London ICT Consultants' Group

2 I’m not sure where to begin with assessment… What does a level 4 look like? The children know more than me anyway… What’s in it for me? What’s the purpose of this? How do I put this into practice? What’s in it for the children? What will be the impact in the classroom? Hasn’t all this been done before? What is assessment?

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4 Assessment was the weakest aspect of ICT teaching and was inadequate in one school in five. The schools visited rarely tracked the progress of individuals in ICT, established their attainment on entry to secondary school or took into account their achievement outside school. ‘The Importance of ICT’ ‘The Importance of ICT’ (2008)

5 Very little guidance No requirement to record in particular way Level descriptors were to change with new curriculum 2/assessment/assessmentofsubjects/assessmentinict/index.aspx

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7 APP AFL

8 Ensure that children are not held back and achieve potential Build on children’s out of school experiences with ICT Increase teacher confidence Help schools achieve element 4 of SRF Establish what individual pupils know, understand and can do Inform parents Aid continuity and progression Assessment to… Inform the planning of future learning

9 Levels Explained

10 Level Characteristic of this level and features that distinguish it from adjacent levels Characteristic themes Verbs associated with typical activities at this level (drawn from ICT level descriptors) 1 The initial exploratory use of ICT and a developing familiarity with some of its everyday uses. Explore and Choose Explore, know, work, share, recognise, make choices, produce, talk about 2 KS1 target The purposeful use of ICT to achieve specific outcomes. Options are investigated and the effects of actions described. Begin to use ICT independently. Save and retrieve work by themselves. Use and Describe Organise, classify, present, enter, save, retrieve, generate, amend, record, share, plan, give, make, describe, explore, talk about 3 ICT is used to develop ideas. Lines of enquiry are followed, decisions are made, the results are taken into account in successive steps, and the use of ICT is described. Develop and Decide Save, find, use, generate, develop, organise, share, exchange, use, control, achieve, make, find things out, solve, describe 4 KS2 target Demonstrate the ability to interpret the information obtained using ICT tools and information sources, question its plausibility and compare the use of ICT with other methods. Collect and Interpret Understand, collect, find, interrogate, interpret, question, recognise, add, amend, combine, use, show, exchange, control, sense, explore, predict, compare 5 KS3 target Demonstrate increased rigour. Quantitative information is considered and the value of using ICT in working practices is assessed. Organise and Present Select, check, organise, structure, refine, present, exchange, create, understand, explore, discuss, assess, reflect, The Characteristics of ICT Levels

11 Level 3 Attainment Target:  Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school. Characteristics:  ICT is used to develop ideas. Lines of enquiry are followed, decisions are made, the results are taken into account in successive steps, and the use of ICT is described. Theme:  Develop and Decide

12 I know I am at level 3 because…

13  When somebody asks me a question, I can find out what I need using the Internet.  I can search a database for information.  Most of the time I can tell the difference between useful information and information that isn’t helpful.  I can create a piece of work on a computer, think about it, and improve it so that other people can understand it.  I know how to share my ideas and things I have made with other people.  I know how to control some electronic devices by giving them lists of instructions.  I can use an electronic game or simulation to find out how things work or to solve “what if…” questions.  I can talk confidently about how I use computers, telephones, the Internet, and other areas of ICT when I am at home and when I am in school. I know I am at level 3 because:

14 Evidence used in the levelling of ICT capability may include: Samples of work in a range of ICT curriculum strands Samples of work demonstrating ICT use to support work in other areas Pupil commentary on work Informal talk Pupil conferencing In order to demonstrate capability at level 4 and higher children need to be given opportunities to make their own choices about the use of ICT to suit the desired outcome and audience, so this commentary on the work becomes even more important.

15 Discussion and Questioning Why? To check and develop understanding Expose misconceptions Discuss progress, targets Refine understanding, push children toward next steps

16 Peer and self evaluation Children asking themselves Is the work I have done good? Why or why not? Children thinking about what they need to do next to improve there own learning – through discussion with their peers (and adults)

17 Analysing and annotating work Review skills that have been used to create final work. Identify next steps – ability of children to complete task. Marking with children to identify errors or misconceptions – linked to discussion and questioning.

18 Using technology to support assessment

19 Portfolio Why? –Awareness of level descriptors –Benchmark against existing examples of work –Update to show examples of good work from school Possible combination of: –Electronic files –Printed evidence –Photographs –Audio / video recordings –Written commentaries

20 Next Steps Where will you go from here? –What do you have in place? –Where do you want to be? –How will you get there?


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