Key Stage 3 National Strategy Standards and assessment: session 1

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.1 Objectives for the unit To develop greater consistency in teacher assessment of ICT To establish a common understanding of what is required to demonstrate achievement at levels 4, 5 and 6 To establish common language and understanding about pupil attainment and National Curriculum levels

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.2 Objectives for session 1 To identify the key features of assessment in ICT To identify strategies for improving assessment in ICT

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.3 Issues in assessment of ICT in Key Stage 3 Expectations of pupil achievement at the end of Year 6 Lack of understanding of levels in the National Curriculum Identifying and exploiting assessment opportunities Recording achievement in ICT lessons and in other subjects Assessing the process as well as the outcome of ICT work

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.4 The ICT process Implement Analysis of problem and definition of task Plan and design Modify Test and review (evaluate)

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.5 What Ofsted say about assessment Teachers’ assessment of pupils’ performance at the end of Key Stage 3 is inconsistent. There is insufficient moderation within and between schools and the range of assessment techniques used is too narrow. Secondary subject report 2000/01: ICT

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.6 What Ofsted say about assessment Pupils are insufficiently involved in their own assessment and often have too little understanding of what it is they are trying to achieve. There is insufficient ongoing assessment of pupils’ ICT capability. Teacher assessment at the end of Key Stage 3 is often unmoderated. Secondary subject report 2000/01: ICT

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.7 What are the purposes of assessment and testing? To identify achievement and to indicate where pupils are To control access to future learning and employment paths To demonstrate pupil progress against national targets To plan the next stages in pupils’ learning

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.8 An assessment continuum formative summative ImprovingProving Assessment for learning Questioning and dialogue Feedback through marking Peer- and self-assessment Tasks and tests for formative uses Assessment of learning School portfolios Moderated teacher assessment National tests and qualifications

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.9 Assessment for learning: definitions In this paper … the term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Inside the black box, Black and Wiliam (1998)

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.10 Assessment for learning: definitions Assessment for learning involves: gathering and interpreting evidence about students’ learning; and learners and their teachers using that evidence to decide where students are in their learning, where they are going and how to take the next steps QCA and the Assessment Reform Group (2001)

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.11 Assessment for learning: key characteristics Assessment for learning: is embedded in a view of teaching and learning of which it is an essential part involves sharing learning goals with pupils aims to help pupils to know and recognise the standards they are aiming for involves pupils in [peer- and] self-assessment provides feedback which leads to pupils recognising their next steps and how to take them involves both teacher and pupils reviewing and reflecting on assessment data [information] Assessment Reform Group (1999)

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.12 Positive impact Pupils clear about lesson objectives Pupils using criteria to enable judgements Pupils using positive criticism to support their judgements and modifications

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.13 Teaching strategies that could have been used use of plenary for reflection matching of learning objectives to individuals greater checking of pupils understanding more focus on learning objectives as well as criteria greater challenge for some pupils

Key Stage 3 National Strategy © Crown copyright 2003 Slide 1.14 Objectives for session 1 To identify the key features of assessment in ICT To identify strategies for improving assessment in ICT