1. Assessment

2. Why Assess  to find out what students have learned  to determine what further teaching is needed  Teachers should –plan a balanced assessment program –plan a range of assessment strategies (informal & formal) –allocate time during activities for observing students –assess regularly and keep records

3. Assessment should  reflect the fact that students have different and preferred learning styles  Recognise –stages of development –individual achievement –skills gradually developed  Be recorded over time (revisit and revise)

4. How do we assess ICT  Depends on the school you are in and its adherence to the CSF!  We should assess: –What the students can do(skills and techniques) –What students know (ideas and knowledge) –Student’s attitudes (to KLA, safety, new techniques, values & feelings) Curriculum @ Work website Assessment in TechnologyAssessment in Technology

5. Assessment techniques  Observation of students –Informal observation –Checklists and notes –Watching work in progress –Systematic observation –Presentation to the class or other classes at assembly –Student demonstration of skills  Talking with students –Informal conversations –Conferences (keep a log of the conference) –Interview – Questioning  individuals  class  small group  open-ended  questionnaires (verbal, written) –Anecdotal records –Annotated class lists –Checklists –Running record sheets –Teacher diaries and logs  Use Ongoing records

6. Assessment techniques  Student self-assessment –Prepare fill in sheets –Self-assessment formats –Group discussion –Concept mapping –Folios of work –Captions on photos –Anecdotal records –Annotated class lists –Checklists –Running record sheets –Teacher diaries and logs  Use Ongoing records  Tests –Practical –Written

7. Keep records of  Technology concepts –Checklist of technology concepts –Record of stages in the progress towards understanding concepts –Diaries –Telling stories –Listening to students’ explanations  Technology process –Checklist of the four phases of the process appropriate for the level –Skills list –Knowledge list  Progress towards learning outcomes –Proforma of learning outcomes –Checklist of stages in achieving learning outcomes –Anecdotal records –Annotated class lists –Checklists –Running record sheets –Teacher diaries and logs  Use Ongoing records

8. Records of practical work –Diaries –Videotaping students at work, plays, presentation, practical work –Audiotaping of student discussions, presentations, testing students’ aural abilities  Keep –Work samples –Design projects –Class projects –Photographs of work  Students’ records –Student folios –Student journals –Work in progress folders –Learning log–record in during each lesson, assess at the end of the unit

9. Types of assessment – time-saving strategies  Stick-on notes can be useful for making immediate observations about students without the need for folders and forms.  Proformas can be made to suit activities that go on through the year.  A checklist of skills and attitudes that students gain from activities can be created and reused.  Teachers should use computers and programs that enable records to be kept efficiently

10. Pictures of student performance  To create a balanced picture of students’ ability in Technology.  build up portfolios of student work,  keeping records of –assignment work, –systematic observation –range of other assessment strategies.

11. Authentic assessment Authentic Assessment Toolbox  A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills – JonMueller  An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.

12. Traditional assessment Authentic Assessment Toolbox  forced-choice measures –multiple-choice tests –fill-in-the-blanks –true-false –matching etc  Students typically select an answer or recall information to complete the assessment.  These tests may be standardized or teacher- created.  They may be administered locally or statewide, or internationally

13. Authentic assessment Authentic Assessment Toolbox  assessment drives the curriculum.  teachers –first determine the tasks that students will perform to demonstrate their mastery, –then a curriculum is developed that will enable students to perform those tasks well,  This would include the acquisition of essential knowledge and skills.  This has been referred to as planning backwards

14. Authentic assessment Traditional  Selecting a Response  Contrived  Recall/Recognition  Teacher-structured  Indirect Evidence Authentic  Performing a Task  Real-life  Construction/Application  Student-structured  Direct Evidence Authentic Assessment Toolbox

15. Web resources  MidLink Magazine Teacher Tools Rubrics and evaluation resources MidLink Magazine Teacher Tools  The global classroom The global classroom