Assessment of

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Assessment of and with ICTIan Brewer

• i.c.brewer_at_dorsetcc.gov.uk

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www.dorset.rmplc.co.uk/assessit
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What ICT assessment is required at key stages 1
and 2? (QCA)

• Every year, schools must send a report to parents
  describing their child's progress in ICT. The
  report must contain comments on the child's
  progress, achievement, strengths, weaknesses and
  next steps.
• Teachers must use their professional judgement to
  determine the most effective method of gathering
  evidence of pupils' progress. Progress in ICT
  must be reported as a separate subject, not only
  as a statement within other subject reports.
• Level descriptions provide the basis for making
  judgements about pupils' performance at the end
  of key stages 1 and 2. Whilst there is no
  statutory obligation to report children's
  attainment in the form of a national curriculum
  level, an increasing number of schools find it a
  helpful way to describe attainment and progress.

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ICT Assessment QCA
http//www.qca.org.uk/13116_16119.html
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Progression of ICT Capability. PNS

• The purpose of this publication will be to assist
  educators in both understanding what ICT
  capability is and in further developing planned
  curriculum opportunities where that capability
  can be developed. It is to assist teachers in
  understanding standards in ICT and to raise
  childrens attainment within the context of a
  personalised curriculum.

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Progression of ICT Capability.

• Due to be published in the next financial year
• Pilot materials available now for schools to
  trial

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Principles.

• Assessment is central to classroom practice and
  is a key professional skill. Effective
  assessment establishes what a child knows,
  understands and can do and monitors and supports
  progress towards learning intentions. It informs
  the planning of future learning and enables a
  school to review the effectiveness of the
  curriculum and teaching..

• It aids continuity and progression and reporting
  to parents and helps children to know and
  recognise the standards they are aiming for.
  Good assessment provides effective feedback to
  children and involves them in their own learning.
  It supports children in understanding what they
  are aiming for and helps them learn about
  learning in order to improve. Good assessment
  raises children motivation and self esteem and
  involves them in assessing themselves

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ICT Assessment in Dorset

• Working Party developing materials to give
  practical guidance to teachers on recognising
  aspects of ICT capability in pupils based on
• Building a picture of what children can do

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Yr 1/2
Questions to consider Context Exemplification What the practitioner might do Childs description of what they did
Can children use a variety of equipment to support their work in other subject areas? Use images, sounds to help develop their ideas. PE/ dance sessions. Children used digital blue to capture their penguin /polar bear dance. Short video clips of dance in progress. Use to watch together and talk about good points/ways of improving their work in PE and also improve video taken. When viewing draw attention to speed/ camera wobble. Encourage children to stand still when filming, switch off-then move. Encourage to pan slowly. Support/remind next time camera used. Ask TA to use camera during another session. It was great we used the camera- so we could look at our dance. It was a bit shaky. You need to stand still, but just move it round.
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Yr 1/2
As above Literacy- With help from adult children select pictures from website and print out. They use pictures to add to books they are making about the Antarctic or polar bears. Childrens books (see image1, image2, image3 Encourage children to look at variety of pictures, read simple text with help. Use icons to move around website, decide which picture they would like before printing. I am pleased with my book. I found out lots. I like the pictures.
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Finlay Year One.
Uses text, images, and sound to help share
ideas. Evidence. Finlay has used 2simple to paint
to create and modify pictures. 2 create a story.
Finlay was able to word process, use drawing
tools and simple animation tools to add effect to
his work. Link to story. He was able to save his
work under his initials and then retrieve it to
complete it at a later date. Finlay was able to
select and with support print out pictures to add
to his own information text. Finlay is able with
support to use the photocopier to save work that
he has done on a whiteboard. Link to pictures.
Able to write and send e mail with support.
(saved in drafts and then edited-with support)
Use tape recorder to record role play/story
telling. Played back to listen to recording.
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ICT in use to record progress and give feedback

• Digital Blue camera
• Sound recording
• Scanner
• Digital record of word processed work
• Use of hyperlinks to link to exemplification
• Screen capture and simultaneous voice recording

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Yr 3/4
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Yr 3/4
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Year 6
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Yr 5/6