Developing Pupils’ ICT capability

4. Assessing ICT Learning

Ofsted (2009) The Importance of ICT

Assessment for Learning

“Enable teachers to sift the rich data that arise in class discussion and activity so that professional judgments can be made about the next steps in learning”

Question and answer Observation of students Oral and written feedback on

hardcopy Peer-, self- and e- assessment

Assessment of Pupils Performance Review work using APP guidelines Use AF to analyse each pupil’s relative

strengths and weaknesses Assign each pupil an overall NC level for

ICT Use this information to set targets, linking

with objectives

The challenges of assessing ICT

embedded ICT

paired work

task vs process

ICT for Assessment

e-portfolios

peer review, peer assessment

computer assisted assessment

http://www.futurelab.org.uk/resources/publications-reports-articles/literature-reviews/Literature-Review204/

http://www.tes.co.uk/teaching-resource/ICT-for-the-Non-Specialist-Blogs-and-Wikis-6039013/

Assessment Practical

Choose a sample of pupils work from bit.ly/ncassess

In your pair, analyse the sample and identify the ICT level you believe the pupils are working at.

Write a paragraph giving ‘feedback’ to the pupil and identify a target for progression. Add this to your site.

Meaningful Learning

Jonassen 2008

Characteristics of good practice

Fox 2003

Characteristics of ICT

DfEE (1998) ‘Initial Teacher Training National Curriculum for the use of information and communications technology in subject teaching’, Circular 4/98 Annex B. London: Department for Education and Employment.

Design of a website 20%

Lesson Plan & Discussion 80%

Devise an art / geography lesson which makes good use of ICT

In what ways does ICT make a difference?

Discuss planning, teaching and assessing ICT in this context Wi

th a

partner

• Devise an art and design or geography lesson which makes effective use of ICT to develop pupils’ ICT capabilities and support or enhance learning within your chosen subject

• Clearly articulate the ways in which your planned use of ICT contributes to pupils’ learning within the subject

• Discuss planning (including differentiation) for and teaching and assessment of pupils’ ICT capability in relation to your lesson.

• The task is competed with a partner and submitted in the form of an appropriately designed website.

Details…

Lesson plan: 500 words equivalent in total Discussion: 1000 words per student (750-1000 per

PE/DT specialist) ie, for most pairs, a 2,500 word equivalent

You must invite your tutors as viewers or collaborators on your site: mgberry@gmail.com, johnlodge47@googlemail.com, helensharpe.edu@gmail.com

Hand in a joint statement / cover sheet Make no changes after 14:00 on 15/12/11

Home page (contents) Profiles and reflections Directed Tasks

Session 1 – observed resource Session 2 – self portraits Session 3 – gallery / map Session 4 – assessing a pupil’s work

Assessed work Resource details Lesson plan (RU format, both sides) Planning discussion Teaching discussion Assessing discussion Conclusions Bibliography

An excellent assignment will: contain an imaginative lesson plan which demonstrates your

understanding of planning, teaching and assessing ICT and includes some elements of provision for individual needs, such as through differentiation;

include explicit ICT learning objectives (linked to the National Curriculum or EYFS requirements) and objectives from your subject domain;

provide a clear rationale for using the ICT resource in the context which you have chosen;

state explicitly the pedagogies used in the lesson – these must be both ICT and age appropriate;

contain critical reflections on how ICT supports or extends the pupils’ learning;

draw on what you have learned in lectures and your reading, as well as your experience in school; and

name any ICT resources and provide their supplier details.

An excellent website will:

open with a home page identifying the authors; have a clear navigation structure, making it easy to access the

website contents; have well designed pages that suit reading from a screen; show some attention to principles of good design; make use of images and other media, where appropriate; include links to other websites, where appropriate; include evidence of work on directed tasks from lectures; be written in a style appropriate to the web and which makes it

accessible to other teachers; and be accessible through a web browser alone without additional

software being used.

For example…