1. martin.ripley1@btinternet.com Harnessing technology

2.  the use of ICT in assessment is the most powerful lever available to embed government’s e-learning and ICT initiatives in the classroom, as assessment defines the goals for both learners and teachers The e-assessment tale – advice to government

3. No innovation Radical innovation Paper- based Computer- based E-assessment – migration vs transformation

4. School standards in ICT  In ICT, pupils are reaching average standards. Ofsted 2002  A minority of [school districts] support teachers in their assessment of ICT capability. Ofsted 2002  Pupils’ achievements were good or better in 54% of lessons…This figure varies widely between subjects, however, and within particular subjects, from school to school. Ofsted 2004  The ICT strand of the Key Stage 3 Strategy has not yet been widely applied beyond the subject ICT itself and one of the barriers to improving achievements in subjects is teachers’ lack of awareness of what pupils can do. Ofsted 2004  In only a few schools is there an understanding of the need to develop pupils’ higher order skills of retrieval, synthesis and communication Ofsted 2004  Information and communication technology (ICT) continues to improve, but it is still the subject where there is most underachievement. Ofsted 2005

5. School infrastructure  5 secondary pupils and 7.5 primary pupils to every computer  99% of secondary schools and 55% of primary schools have broadband internet connection (256 Kbps or above)  92% of 9 –19 year olds have used the internet at school  85% of primary and 81% of secondary school teachers stated they felt confident using ICT in their subject teaching  87% of children have a computer at home (71% with internet)  92% of secondary and 63% of primary schools use interactive whiteboards

6. Origins of the key stage 3 ICT tests politics/e-government school accountability PSA targets school improvement modernisation e-assessment ICT as a core subject risk averse change averse government education appetite for transformation schools infrastructure media intrigue populist support stakeholders perceptions of technology antipathy

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11. Innovators Early Adopters Early Majority Late Majority Laggards

12. … a vision  Learning is valued in all its guises  ‘Achievement’ is recognised and valued as well as ‘qualifications’  E-portfolios are available to all, providing access to learning and personal achievements  Learning is increasingly self-directed and personalised  The learner is in control

13. “personalised learning” “transformational education” “virtual learning environments” “…a digital space that is personalised, that remembers what the learner is interested in and suggests relevant websites, or alerts them to courses and learning opportunities that fit their needs.”

14. 2020 Mr Weller, preparing teaching plans for Year 10 Uses school learning platform Mr Weller designs an inquiry based problem for his students – design a new sports/entertainment venue Students are introduced to four professional experts – architect, local planner, MORI pollster and a builder Students use the learning platform to discuss, debate, design and exchange ideas PresentationsContribute to the school standards portfolio, made available to his LEA and Ofsted.

15. 2015 Graveson Technology College Launch of its own on-site e-assessment centre Purpose of the centre can be expressed simply – diagnostic assessment Mary plans to use the centre to get help with her written expression Hakan pans to use the battery of tests to identify areas of weakness A third student plans to use the Centre from home to complete work on his showcase.

16. 2015 Completing homework one evening, Peter has difficulty remembering what to do with the brackets in a mathematics problem Using his iPOD, Peter loads up a 2-minute video clip of his teacher explaining the concept He listens three times Then, more satisfied that he understands, goes back to complete his homework.

17. martin.ripley1@btinternet.com