ICT & Computing
Focussing on Assessment and progress
Use of Rubrics for Project based learning
tasks
Areas of Learning
The Puzzle of assessing progress – as it changes
How to record and feed back progress and
targetsSetting up the Learning environment
How to juggle students at different stages
Developing Programming capability
Basic Blocks
SpritesMovementLooksStory-telling
Connecting Blocks
Program Control structuresVariables and blocks of code
Connecting Purpose to user
Game with purposeGame that worksStructures that are clear and effective
Using Scratch to create a game
Developing Programming capability
Basic Blocks
SpritesMovementLooks and costumesBasic input and outputStory-telling
Connecting Blocks
Program Control structuresVariables and blocks of code
Connecting Purpose to user
Game with purposeGame that worksStructures that are clear and effective
Using Scratch to create a game
Setting up stages of skills from basic novice level to mastery level
Connecting SOLO to assessment rubrics
Basic Blocks
Label Band 1Connecting Blocks
Label as Band 2Connecting Purpose to user
Label as Band 3
PadawanKnight Master
Transfer to other areas in similar way
Band 1
Band 2
Band 3
Assessment Criteria – teacher speak version
Criteria assessed need to be clearly defined – no more than 5 so that students can focus on these aspects for improvement
Student Speak
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What should I do next? – Aiming for Progress
Cut down student speak version to create cards that can be used in class to prompt students about what they need to do next – recognising where they are at the moment.
Questions to develop understanding
Questions used by teachers to prime questioning of students. Used in worksheets, prompt cards or as prompts for online AfL activities.
Teacher – Tracking progress
Can be printed so that teacher can assess in the class as the students are working – or when browsing work online
Updates the matrix
automatically
E-Tools for LearningWhat tools can be used to aid students and
staff?
Use of Edmodo quizzes to assess understanding
Areas for focus by teacher become clearer
Analysing Progress and Reporting/Teacher feedback
Level for students arises from aspects being assessed
Number of criteria can be changed and marks needed for a band can be changed
What next?
http://stpetersca.edu20.org/
Extend Edmodo and use other online environments e.g. Use of EDU 2.0 to implement with students in higher year groups
Course creation tools available
Other tools to create and feed criteria to students
Personalise learning
Use of online tools can allow teacher to use time outside lesson to direct feedback to individuals.
Use of online badges to reward students
Incentives that reflect improving ability and skill levels. Points make…
Padawan
Knight
Master
Directed Improvement and Reflection Time
Students identify a piece of work that they need to improve; time in class is allowed to revisit.For this to work the teacher needs to direct feedback so that the student knows what they need to work on (choice is limited to work that will have greatest effect for that student).
What is next?
Consolidate the work and allow for time to embedding it into schemes of work, and transfer between each key stage for the
remaining units this year. Need to improve focus and communicate at different levels.
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