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Martin Ripley ripleym_at_qca.org.uk
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Boeing engineer
Awareness of customer and societal needs
Good communication skills High ethical standards
An ability to think creatively and
critically Flexibility self confidence to adapt
Curiosity and a desire to learn A profound unde
rstanding of the importance of teamwork
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Some facts, some terminology - general
England has a national curriculum
Students from grade 7 to grade 9 are in key
stage 3 England has a national testing programme
in English, math and science The new test of ICT
will become statutory from 2008
School test results are published by the
government
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Origins of the key stage 3 ICT tests
politics/e-government school accountability PSA
targets
school improvement
government
modernisation e-assessment ICT as a core subject
risk averse change averse
education
infrastructure
appetite for transformation
schools
perceptions of technology antipathy
media intrigue populist support
stakeholders
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Origins of the key stage 3 ICT tests
politics/e-government school accountability PSA
targets
school improvement
government
modernisation e-assessment ICT as a core subject
risk averse change averse delivering the basics
education
infrastructure
appetite for transformation
schools
perceptions of technology antipathy
media intrigue populist support
stakeholders
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Origins of the key stage 3 ICT tests
politics/e-government school accountability PSA
targets
school improvement
government
modernisation e-assessment ICT as a core subject
risk averse change averse
education
infrastructure
appetite for transformation
schools
perceptions of technology antipathy
media intrigue populist support
stakeholders
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Origins of the key stage 3 ICT tests
politics/e-government school accountability PSA
targets
school improvement
government
modernisation e-assessment ICT as a core subject
risk averse change averse
education
infrastructure
appetite for transformation
schools
perceptions of technology antipathy
media intrigue populist support
stakeholders
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The e-assessment tale advice to government
the use of ICT in assessment is the most
powerful lever available to embed governments
e-learning and ICT initiatives in the classroom,
as assessment defines the goals for both
learners and teachers
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E-assessment migration vs transformation
Radical innovation
Paper-based
Computer- based
No innovation
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School infrastructure
5 secondary pupils and 7.5 primary pupils to
every computer 99 of secondary schools and 55 o
f 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 com
puter at home (71 with internet)
92 of secondary and 63 of primary schools use
interactive whiteboards
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School standards in ICT
In ICT, pupils are reaching average standards.
Ofsted 2002 A minority of school districts supp
ort teachers in their assessment of ICT
capability. Ofsted 2002 Pupils achievements were
good or better in 54 of lessonsThis figure
varies widely between subjects, however, and
within particular subjects, from school to
school. Ofsted 2004 The ICT strand of the Key Sta
ge 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 commun
ication technology (ICT) continues to improve,
but it is still the subject where there is most
underachievement. Ofsted 2005
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Key stage 3 ICT programme
Government education politicians
preparing teachers (85 of pupils reach target)
schools infrastructure (building capacity, effici
ency and personalised learning)
test programme (valid and reliable test pave the
way for e-assessment)
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Key stage 3 ICT project chronology
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System design
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Project approach innovation and risk removal
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Some facts, some terminology ICT curriculum
Finding things out eg how to obtain information
well matched to purpose by selecting appropriate
sourcesquestioning the plausibility and value of
information found Developing ideas and making thi
ngs happen eg use ICT to measure, record, respon
d to and control events Exchanging and sharing i
nformation eg use ICT to share and exchange info
rmation for example, web publishing and video
conferencing Reviewing, modifying and evaluatin
g work as it progresses eg reflect critically o
n their own and others uses of ICT
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Some facts, some terminology ICT standards
Level 5 select the information.check its accura
cy and organise it refine and present information
in different forms and styles for specific
purposes and audiences exchange information and i
deas with others in a variety of ways
create sequences of instructions to control
events explore the effects of changing the variab
les in an ICT-based model discuss their knowledge
and experience of using ICT and their
observations of its use outside school
are able to reflect critically in order to make
improvements in subsequent work.
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Some facts, some terminology 9 ICT capabilities
Search and select Organise and structure Develop
ideas Exchange information Review Defining tas
ks
Control Modelling Presenting information
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Key features of test design
Innovative (unknown, unproven, but wanted)
Simulation (unknown measurement properties, high
face validity) Assessing application of ICT capab
ilities (language/concepts not understood)
Adaptive (not yet implemented)
Formative as well as summative (available 365
days/year) Platform for further transformation (i
nfrastructure capability, not test design)
Modelling best classroom practice (gap with
current practice) Statutory by 2008 (innovation v
s. risk removal)
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Screen shot (1)
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Screen shot (2)
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Screen shot (3)
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Screen shot (4)
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Where are we? 2005 evaluation report and pilot
findings
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Where are we? Student reactions
I didnt find the instructions clear because I
could not understand the words and the sentences
were confusing.The instructions were clear
because they told us exactly what to do and also
gave the main objectives when you clicked on a
task.The instructions were clear but most of
the time I didnt understand what they were
asking me to do.There was not enough time to
display any talents, I only had time to do the
bare minimum.It was fun when you got started.
It was like a mission to finish the job before
the time ran out.Once you figured out how to
use the program and what to do it was very easy.
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Where are we? Student performance
Modelling was an area of weaknessData handling
was poorly attemptedSome students appeared
unfamiliar with the applications and
functionality used in the testSome students ran
out of timeStudents test technique was
under-developedSome students encountered
technical difficulties
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www.ks3ICTpilot.comwww.qca.org.uk/ages3-14(sele
ct e-assessment)martin.ripley1_at_btinternet.comr
ipleym_at_qca.org.uk