Proving and improving Effective assessment in ICT

An assessment continuum Proving Questioning and dialogue Feedback through marking Self and peer assessment Tasks and tests for formative uses School portfolios Moderated teacher assessment National Tests and qualifications Improving formative summative Assessment for learningAssessment of learning

Understanding standards: What is ICT Capability? ICT techniques and facts ICT process skillsICT concepts

Understanding standards: ICT techniques and facts This aspect of capability is concerned with ICT techniques and facts, often described through statements such as… I can cut and paste, crop a picture, create a mail-merge, write a macro. I know what a font, field, spreadsheet and search engine is. As pupils make progress they develop an increasing repertoire of skills and a wider knowledge base. These aspects of capability can, for example, be assessed through straightforward tasks and tests.

Understanding standards: ICT processes This aspect of capability is concerned with applying ICT techniques and knowledge purposefully to undertake information handling processes. Typically pupils will use ICT to… Find and use information. (They will identify what information is required for a task, search and select information, making judgements about the usefulness of information) Develop and exchange ideas. (They will organise, structure and re-purpose information, use and create models and to explore relationships and ask ‘what if’ type questions.) These processes can be broken down into sub-processes for teaching and some assessment purposes. As pupils make progress processes become increasingly integrated.

Understanding standards: ICT concepts This aspect of capability is concerned with understanding and applying information concepts. Typically as pupils apply their skills they will consider… Fitness for purpose: Understanding common form and conventions, Audience needs, Classification and structure: Understanding that information can be classified, sorted, searched using criteria. That information needs to be organised and structured systematically. Plausibility: Understanding the need for accuracy, precision, verification. Understanding that information is written by an author and for a purpose. Automation:understanding how some processes can be automated using ICT Provisionality: Understanding that ICT can be used for modelling. Exploring and hypothesising using ‘what if’ approaches. These concepts are applied across levels with increasing sophistication.

Audience “Most cards have a picture and a message. I’ve written Happy Mother’s Day and chosen the kitten from the clip art library because my mum likes cats.” They share ideas in different forms: Level 2 “ I’ve grouped the pages thematically. All the pages are linked using a standard menu on each page. Some technical words are highlighted and hyperlinked to a simple explanation. Later I’d like to add sound files to these words.” They organise and structure information in a form suitable for processing, for specific audiences and purposes: Level 5 “In my DJ library system I created a data entry form for the DJ to add new CDs using a drop down menu for each category of music. It minimises the risk of errors when completing fields. There’s also a standard letter that looks to the ‘previous customers’ list in the database to create personalised mail-shots.” They design and implement systems for others to use Level 8

Progression in ICT Capability? ICT techniques and facts ICT processesICT concepts We are seeking to teach, develop and assess ICT capability. Context Straightforward to complex application

So what does effective assessment of learning look like? Proving Improving Assessment for learningAssessment of learning Existing tools to support teachers’ professional expertise in making summative assessments include: Level descriptions Progression map of key characteristics Illustrative examples of pupils’ work in NC Action

NC Action: pupils’ work and commentaries