Assessment of ICT in Schools An investigation

19/10/2004Dr J L Chatterton2 Assessment of ICT What sort of areas have you seen assessed? What sort of areas have you seen assessed? Is it different with different teachers? Is it different with different teachers? What’s easy to assess, what’s hard? What’s easy to assess, what’s hard?

19/10/2004Dr J L Chatterton3 Assessment of ICT What do you need to know about assessment? What do you need to know about assessment? KS3, KS4 or ‘KS5’? KS3, KS4 or ‘KS5’? Formative? Summative? Record keeping? Formative? Summative? Record keeping?

19/10/2004Dr J L Chatterton4 Assessment of ICT Pose a question Pose a question Think what is needed to get an answer Think what is needed to get an answer Block it out into activities Block it out into activities Fit it to a time- line Fit it to a time- line ?? !!&&$$ Main Idea Step 1Step 2Step 3

19/10/2004Dr J L Chatterton5 Assessment of ICT How does assessment identify Gifted & Talented Pupils ??? How does assessment identify Gifted & Talented Pupils ??? What should be tested? What should be tested?

19/10/2004Dr J L Chatterton6 Assessment of ICT Does test success vary with gender? Does test success vary with gender? Can some assessments favour boys/girls? Can some assessments favour boys/girls?

19/10/2004Dr J L Chatterton7 Assessment of ICT Compare teacher marked work Compare teacher marked work Test marks Test marks Project work marks Project work marks By gender By gender

19/10/2004Dr J L Chatterton8 Assessment of ICT Ask pupils their preferences Ask pupils their preferences Test or Project Test or Project Analyse by gender (and/or age) Analyse by gender (and/or age) Is ‘asking’ enough? Is ‘asking’ enough?

19/10/2004Dr J L Chatterton9 Assessment of ICT Analyse your results Analyse your results Is just counting OK? Is just counting OK? What about percentages? What about percentages? How likely is it that … ? How likely is it that … ?

19/10/2004Dr J L Chatterton10 Assessment of ICT How big a sample do I need? How big a sample do I need? What is reasonable? What is reasonable? How can I get help? How can I get help? Reliability & Validity Reliability & Validity

19/10/2004Dr J L Chatterton11 Assessment of ICT Qualitative Qualitative Case study Case study Participant observation Participant observation No control groups No control groups Non-parametric statistics often used Non-parametric statistics often used Cheaper Cheaper Seemingly easy to set up Seemingly easy to set up Quantitative Quantitative Scientific method Scientific method Experimental Experimental Controlled Controlled Statistical Statistical Expensive Expensive Difficult to set up Difficult to set up Difficult to control Difficult to control

19/10/2004Dr J L Chatterton12 Chi-Squared – ‘goodness of fit’ More girls prefer coursework. More girls prefer coursework. Is that a real difference, or a chance result? Is that a real difference, or a chance result? Have you thrown 1 ‘six’ or 30 sixes in a row? Have you thrown 1 ‘six’ or 30 sixes in a row?

19/10/2004Dr J L Chatterton13 Rank and Correlation relationships between sets of results relationships between sets of results Compare rank or scores Compare rank or scores If group A goes up does group B follow? If group A goes up does group B follow?

19/10/2004Dr J L Chatterton14 Normal Distribution Bell-Shaped Curve Bell-Shaped Curve Mean, median and mode all have same value Mean, median and mode all have same value ~ 2/3 are within 1 standard deviation of the mean ~ 2/3 are within 1 standard deviation of the mean

19/10/2004Dr J L Chatterton15 The Right Result Weighting marklist Weighting marklist marklist T-score (not t-test) class2 T-score (not t-test) class2 class2 Look-up Lookupexample2 Look-up Lookupexample2 Lookupexample2 Lookupexample2 Conditional formatting Patterns Conditional formatting Patterns Patterns Protection Jane Protection Jane Jane