ICT Teacher Assessment KS1 and KS2

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ICT Teacher Assessment_at_ KS1 and KS2

• Some practical suggestionsrelating to assessment
  and data sharing

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Strategies

• Create a portfolio which includes
• samples of work from each unit
• photographs of displays
• notes about the context of the work samples
• Moderation staff meeting
• Set targets for each year group
• Use pupil tracking sheets and encourage self
  evaluation
• Establish a record keeping system
• Include assessment opportunities in the lesson
  plans

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What would constitute good practice in assessment
and recording?

• work in ICT should be underpinned by the National
  Curriculum
• objectives must be made clear to pupils
• assessment requirements should be known and
  carried out by all staff
• assessment must be evidence-based
• a school portfolio of pupils' work should be
  available to all staff for reference
• pupils should be given feedback to let them know
  how they are doing
• assessment outcomes should be used to inform
  future planning
• moderation of pupils' work internally and
  externally.
• assessment should be built in to your scheme of
  work

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It is best to

• print-out pupils' work and date it
• build a portfolio to show pupils' work for each
  year - date it, level it and provide the context
• include examples from across the curriculum
• provide displays of pupils' work in the computer
  rooms
• include several stages in the completion of some
  work.

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http//www.ncaction.org.uk/subjects/ict/levels.htm
Needs a Broadband Connection
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Making your judgement

• You will arrive at judgements by taking into
  account strengths and weaknesses in performance
  across a range of contexts and over a period of
  time, rather than focusing on a single piece of
  work.
• A single piece of work will not cover all the
  expectations set out in a level description. It
  will probably provide partial evidence of
  attainment in one or two aspects of a level
  description. If you look at it alongside other
  pieces of work covering a range of contexts you
  will be able to make a judgement about which
  level best fits a pupil's overall performance.

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Recording

• You will want to be able to explain why you have
  awarded particular levels to pupils at the end of
  the key stage. However, there is no requirement
  for judgements to be explained in detail for each
  individual or to be supported by detailed
  collections of evidence for each pupil.
• Decisions about collecting information, about its
  purpose and how it should be used are matters for
  teachers working within an agreed school policy.

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What would constitute good practice in assessment
and recording?

• work in ICT should be underpinned by the National
  Curriculum
• objectives must be made clear to pupils
• assessment requirements should be known and
  carried out by all staff
• assessment must be evidence-based
• a school portfolio of pupils' work should be
  available to all staff for reference
• pupils should be given feedback to let them know
  how they are doing
• assessment outcomes should be used to inform
  future planning
• moderation of pupils' work internally and
  externally.
• assessment should be built in to your scheme of
  work

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An Assessment Model

• 4 themes
• Finding things out
• Developing ideas and making things happen
• Exchanging and sharing information
• Reviewing modifying and evaluating
• Each assessable activity must provide scope to
  make a judgement on these

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4 strands of the QCA curriculum

• Communicating Information
• Data Handling
• Modelling
• Control, Sensing and Monitoring

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One Model
12
One Model
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What evidence to collect?

• For each assessed activity find
• A piece of work which solidly represents the
  expected level. Fully annotated.
• A piece of work above this level
• A piece of work below this level
• Now benchmark all other pieces of work from the
  class in a tick list
• 4 assessments will therefore generate 12 pieces
  of work.
• After 2 years this will constitute a levelled
  portfolio.

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Data Sharing

• SIMS Assessment Manager
• Use of Aspects to report levels
• Integration with existing IMS data collection
  process and timetable
• End of Key Stage only
• Timetable