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Statutory Assessment of Using ICT at KS3 August 2012 – March 2013 Preparing for Statutory Assessment of the Cross-Curricular Skill of Using ICT Mick Davies.

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Presentation on theme: "Statutory Assessment of Using ICT at KS3 August 2012 – March 2013 Preparing for Statutory Assessment of the Cross-Curricular Skill of Using ICT Mick Davies."— Presentation transcript:

1 Statutory Assessment of Using ICT at KS3 August 2012 – March 2013 Preparing for Statutory Assessment of the Cross-Curricular Skill of Using ICT Mick Davies Treasa Farrell Melanie Mulligan Dorothy Orr

2 Structure of the day 9.30 – 9.45:Arrival, introduction and overview 9.45 - 10.45:Effective Task Design 10.45 - 11.00:Coffee 11.00 - 12.30:Assessment Judgements Pupil Work (subject contexts) 12.30 - 1.15:Lunch 1.15 - 3.00:Pupil Portfolios (holistic judgements) 3.00 - 3.30:Questions and close

3 Aim To prepare for the implementation of statutory assessment of the cross- curricular skill of Using ICT. Objectives To increase awareness of the statutory requirements for schools and teachers in relation to assessment of the cross-curricular skill of Using ICT; To model the process of designing effective cross-curricular tasks for Using ICT; To increase understanding of the Desirable Features for Using ICT and use them to make a judgement about pupil work; To understand how to make a holistic judgement about a pupil portfolio with reference to the Levels of Progression; To identify processes needed to ensure the school fulfils its statutory requirements. Aims for the session

4 Assessment of Using ICT becomes part of statutory end-of-key-stage assessment in 2013/14. In preparation for this, you will be in the process of considering where the evidence for assessment will come from. There is an element of whole school planning here, since evidence will come from a range of tasks from several Areas of Learning. Statutory Assessment of Using ICT at KS3

5 Timetable 2012 – 2013: CCEA officers provide system- wide training for assessment of Using ICT. (Current Year 9 cohort first to be assessed in line with statutory regulations) 2013 – 2014: First year of Statutory Assessment of Using ICT. DE have charged CCEA with moderation. Pupil portfolios will be requested following your internal assessment of Using ICT (with reference to the Levels of Progression)

6 2012 – 2013 and beyond Voluntary ICT Accreditation SchemeStatutory Assessment 2012 – 2013: Final round of voluntary ICT Accreditation Scheme System-wide training for statutory assessment of Using ICT August 2012 – February 2013 : Task Approval process available for participating schools (.pdf Task Writing Tool) August 2012 – February 2013: Task Approval process available for all schools ahead of statutory assessment (.pdf Task Writing Tool) September 2012 – March 2013: Run assessment tasks with Year 10 classes September 2012 – June 2013: Assessment tasks can be run with Year 8 and Year 9 pupils ahead of statutory assessment April/May 2013: Participating schools submit levels and pupil portfolios September 2013 – March 2014: Assessment tasks run with Year 10 pupils May 2013: Moderation of pupil portfolios March 2014 – School finalises holistic judgements for KS3 statutory assessment of Using ICT June 2013: Reports are issued to participating schools

7 The Statutory Order ( SR2007 No 5) Each pupil shall be assessed in each school year by the end of the summer term by a teacher in: each of the Areas of Learning; the cross-curricular skills; and other skills. The cross-curricular skills of pupils in Key Stages 1, 2 and 3 shall be assessed by the end of the school year with reference to Levels of Progression.

8 Developing pupils Knowledge, Understanding and Skills (Objective 1) Developing pupils as Individuals (Objective 2) Developing pupils as Contributors to Society (Objective 3) Developing pupils as Contributors to the Economy and the Environment Pupils should have opportunities, through the contexts opposite, to: develop skills in scientific methods of enquiry to further scientific knowledge and understanding: planning for investigations, obtaining evidence, presenting and interpreting results; develop creative and critical thinking in their approach to solving scientific problems; research scientific information from a range of sources; develop a range of practical skills, including the safe use of science equipment; learn about: Organisms and Health Interdependence of plants and animals Cells, genes and reproduction Healthy body and mind Chemical and material behaviour Atoms and chemical changes Structures, properties, uses of materials Elements, compounds and mixtures Forces and energy Forces and energy transfer Using electricity Sound and light Earth and Universe The environment and human influences The solar system and universe. Pupils should have opportunities to: Explore emotional development, for example, the changes associated with puberty. Investigate ways of improving own learning by finding out how the brain functions. (Key Element: Personal Understanding) Explore physical, chemical and biological effects on personal health, for example, inherited characteristics, exercise and nutrition, misuse of chemicals, loud sound, etc. (Key Element: Personal Health) Explore issues related to Mutual Understanding Respect and co-operate with others in the process of scientific enquiry, for example, work effectively as part of a team in investigative work. (Key Element: Mutual Understanding) Explore issues related to Moral Character Recognise and challenge over-simplistic or distorted generalisations about science with informed and balanced responses and take responsibility for choices and actions. (Key Element: Moral Character) Explore issues related to Spiritual Awareness Develop a sense of wonder about the universe, for example, the scale from the smallness of the atom to the vastness of outer space; the complexity, diversity, and interdependence of living things. (Key Element: Spiritual Awareness) Pupils should have opportunities to: Investigate how the media (internet, television, radio, newspapers) help inform the public about science and science related issues. Explore some of the strengths and limitations of these sources of information, for example, maintain a journal of science issues in the news; compare and contrast different approaches to dealing with scientific issues. (Key Element: Media Awareness) Explore some ethical dilemmas arising from scientific developments, for example, testing of new chemical products for weapons development; growing genetically modified crops. (Key Element: Ethical Awareness) Explore issues related to Citizenship Consider factors that need to be taken into account when assessing statements that claim to be based on scientific research into issues affecting society, for example, the nature, quality and source of the data. (Key Element: Citizenship) Explore issues related to Cultural Understanding Consider how the development of scientific ideas or theories relate to the historical or cultural context, for example, the development of the heliocentric model of the solar system, Jenners work on vaccination, etc. (Key Element: Cultural Understanding) Pupils should have opportunities to: Identify how skills developed through science will be useful to a wide range of careers, for example, jobs involving animal welfare, building and construction, education, electrical work, engineering, environmental management, financial services, food and farming, forensics, information and communications technology, journalism, plumbing, technology, pharmaceuticals, medicine, etc. (Key Element: Employability) Investigate a product of economic importance to determine the science behind it, for example, explore a successful local product and generate ideas for a product of their own. Investigate a product to determine best value, for example, compare performance and cost of an economy and branded product, consumer product testing, etc. (Key Element: Economic Awareness) Investigate the effects of pollution, for example, water, air, land, sound etc. and specific measures to improve and protect the environment, for example, renewable energy, efficient use of resources, waste minimisation, etc. Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity. Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens/ wilderness areas, anti-pollution strategies, habitat management, etc. (Key Element: Education for Sustainable Development) Learning Outcomes The learning outcomes require the demonstration of skills and application of knowledge and understanding of Science. Pupils should be able to: demonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations; use investigative skills to explore scientific issues, solve problems and make informed decisions; research and manage information effectively, including Using Mathematics and Using ICT where appropriate; show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and Using ICT where appropriate; demonstrate creativity and initiative when developing ideas and following them through; work effectively with others; demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance; communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose. Learning Outcomes in the Statement of Minimum Content Statutory Assessment of Using ICT at KS3

9 All teachers are accountable through the Learning Outcomes in their own subject for contributing to the acquisition and development of skills in Using ICT. However, only some will contribute to evidence for statutory assessment.

10 The expected level for most pupils at the end of Key Stage 3 is level 5. Most pupils are expected to move at least one level over the course of each Key Stage. If a pupil has been awarded a level 4 in P7, he/she should leave KS3 having achieved at least a level 5. If a pupil has been awarded a level 5 in P7, he/she should be achieving at least a level 6 by the end of Key Stage 3. DE Expected Levels

11 Education (Target-Setting in Schools) Regulations (Northern Ireland) 2012 Measures of Performance for which Boards of Governors of secondary schools must set targets 1. The percentage of pupils which should achieve level 5 or above in each of the cross-curricular skills for which the Department has specified levels of progression under Article 8(3) of the 2006 Order at the end of key stage 3. SCHEDULE 2 Regulation 6(b) More details are available on the website: other-information-about-pupils-and-schools

12 The Requirements of the Levels of Progression

13 Statutory Assessment of Using ICT at KS3 Where will the evidence for assessment come from? Typically schools have found that it takes a minimum of four assessment tasks to cover the requirements of the Levels of Progression. The next section will look at whats involved in constructing assessment tasks.

14 Statutory Assessment of Using ICT at KS3 Consider the messages presented so far: Where are you now? What is already happening? Record any questions on post-its

15 This section of the day will look in more detail at whats involved in designing assessment tasks. Effective Task Design

16 How Do I Use the Desirable Features Card Activity: Familiarising yourself with the Desirable Features. Groups look at: Researching Online Collaboration DTP Working with Sound

17 Note to Coordinators

18 Case Study

19 Statutory Assessment of Using ICT at KS3

20 1.Presentation: Prezi 2.Online Collaboration Assessment Judgements: Pupil Work

21 Prezi Example You have a sense now of whats involved in 4 sets of the Desirable Features. Next, well examine how the Desirable Features for Presentation can be applied here.

22 Online Collaboration Example

23 Using the Task Writing Tool Developing a task in the Task Writing Tool Either Work up an idea for a task based on an existing activity; Or Refer to the suggestions in your pack.

24 Using the Task Writing Tool

25 Lunch 12.30 – 1.15 : Lunch We will return to complete the remainder of the Task Writing Tool activity after lunch.

26 Using the Task Writing Tool

27 Summary of Effective Task Design It needs an appropriate subject context; That is, a naturally occurring opportunity; With sufficient scope to address targeted levels; Differentiated to more than 1 level; Written with clear success criteria.

28 MindMap

29 Holistic Judgements Evidence from several assessment tasks; Coverage of the 5Es; Best-fit; Refer to the Levels of Progression.

30 – access, select, interpret and research information from safe and reliable sources; – investigate, make predictions and solve problems through interaction with digital tools. The 5 Es: Explore

31 process found or self- produced assets, including text, data, sound, still or moving images, and combine these to create, present and communicate their work, showing an awareness of audience and purpose. process found and self- produced assets, integrating text, data, sound, still and moving images to create, present and communicate their work, demonstrating a clear understanding of audience and purpose. Express

32 34 use a contemporary digital method to communicate or contribute to a supervised online activity. use contemporary digital methods to communicate, exchange and collaborate in supervised online activities. Exchange

33 Evaluate and Exhibit talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability. manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly. Evaluate and Exhibit

34 Assessment Decisions Assess pupil work using the success criteria. Check against the approved task. Which level is the best fit? Remember, levels are broad. Which Es are represented? What does the task contribute to the overall e- portfolio?

35 Planning where the evidence within the portfolio will come from is of key significance; Pupils need opportunities to show what they are capable of in Using ICT; You need to know your mix of tasks well in advance; The mix of tasks is unlikely to be the same in different schools because of: Contributing subjects Subject contexts Hardware/software available and being used by pupils Holistic Judgements: Pupil Portfolios

36 It is the overall portfolio of evidence that represents the level; Evidence in the overall portfolio will come from several subjects and types of hardware/software; A portfolio will contain evidence from a minimum of 2 Areas of Learning (but its easier if you have more subjects involved); A single task will rarely contribute to all 5Es, nor will it satisfy an E in its entirety; The overall Portfolio must contain evidence of each of the 5Es. Portfolios

37 Example of one possible approach Areas of Learning The context (audience and purpose) Software usedDesirable Features5Es LLW: Home Economics Food blog for young people to share ideas for healthy cheese snack recipes Fronter/Wordpress Online Collaboration Explore Express Exchange Exhibit LLW: Employability Website to promote cheese as a nutritious food source Kompozer/Frontpage Researching Web Design Express Exhibit Evaluate Art & Design Design food packaging labels for the cheese snack made in HE PhotoshopWorking with Images Express Exhibit English Write and publish a radio advertisement (podcast) to promote cheese product AudacityWorking with Sound Explore Express Evaluate Exhibit CHECK More than 2 Areas of Learning CHECK Who is it for and whats the purpose? CHECK Range of appropriate software N.B range of levels will have been predetermined in advance CHECK 5 sets of Desirable Features CHECK 5Es addressed NOTE: how each task is developed and how pupil work is evidenced will impact on whether or not a schools level judgements are confirmed at moderation.

38 The Requirements of the Levels of Progression

39 Timeline Coordinators lead groups in using the Timeline cards to decide: What needs to happen when? Can several things be done simultaneously? What is the current state of readiness in my school?

40 Online advice and guidance; Effective task design; Ideas for tasks; Desirable Features; Task Writing Tool; Task approval process; Exemplification database; Case studies. Tasks: what is available to help you:

41 Submit tasks for approval early; Activities are most successful when they are embedded in a relevant subject context; Tasks are differentiated to more than 1 level; No single piece of pupil work on its own constitutes the award of a level; Move away from purely office-based approaches/software; Vary the task activities to ensure breadth and depth and to avoid duplication (e.g. no more than 1.ppt). Practical Advice for 13/14:

42 1.If you want to make an early start… CCEA will be offering the final cycle of the voluntary ICT accreditation scheme in 12/13, so by registering you could be getting some tasks approved in readiness for 2013/14 and could submit pupil work for moderation. 2.All schools will be able to access Task Approval whether registered for the scheme or not. Getting prepared during 12/13

43 Take-Home Messages Successful preparation for assessment requires a whole- school approach. Coordinators need support and decisions from SMT. Decide which subjects are going to be involved in assessing Using ICT within your school. Decide what mix of subjects and software is feasible in your situation. Decide which levels are most appropriate for your pupils by the end of KS3. More tasks and more departments involved leaves room for manoeuvre.

44 Before you leave… Travel Claim Forms – 11CA Evaluation Forms Mick Davies Treasa Farrell Melanie Mulligan Dorothy Orr CCEA 29 Clarendon Road Clarendon Dock Belfast BT1 3BG

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