ICT Training for Teachers
Secondary Core - Assessing
ICT capability
- Introduction
- Assessment of ICT capability can include
the formative, diagnostic and summative assessment of capability
in terms of skills, knowledge and understanding, and their appropriate
application in solutions across a range of curriculum contexts
and fulfilling a variety of purposes. Adequate assessments will
need evidence of products produced and processes followed, and
reflected upon, for possible scrutiny at a later date.
One reason for the review of the National
Curriculum undertaken by SCAA in 1993 was the difficulties experienced
with assessment. Guidance for schools was given when recommendations
were made in the final report from the review and might be useful
to read. (Dearing, R. (chair)(1994) The final report: the National
Curriculum and its assessment London: SCAA)
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- Activity
- To understand the purposes and approaches
to the assessment of ICT capability
-
- OBJECTIVES
- To understand the role of the teacher
in assessing ICT capability
- To identify opportunities for diagnostic
and formative as well as summative assessment
- To develop a scheme for assessing, tracking
and monitoring the development of ICT capability taking account
of skills gained, contexts and purposes
- To know about public schemes of summative
assessment
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- QUESTIONS
- What activity allows pupils to demonstrate
ICT capability?
- Consider a curriculum activity, explore
the opportunities pupils might be given to demonstrate their
capability in one or more strands of ICT capability including
skills, knowledge and understandings gained.
- It must allow for success, differentiation
and progression.
- Compare the Programmes of Study for
ICT with those for another subject, with your own experience.
Explore how ICT tasks might be set to allow pupils to demonstrate
their own individual abilities.
- Scrutinise National Curriculum requirements
and your own.
- Compare the Programmes of Study for
ICT with those for another subject, with your own experience.
Explore how ICT tasks might be set to allow pupils to demonstrate
their own individual abilities.
- Design a format for recording and monitoring
progress.
- This should allow pupils' development
in ICT to be tracked, monitored and success recorded and evidenced
for formative and diagnostic reasons as well as summative reporting
at the ends of key stages.
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- SELF EVALUATION
- What do you see as the roles of the teacher
in assessing ICT capability?
- You might wish to explore the roles
of the teacher in terms of diagnostic and formative assessment
as well as contributing to the pupils summative assessments
of ICT capability.
- What were the strong points of the format
you designed for recording and monitoring progress? What were
the weaknesses?
- Considerations such as clarity of intentions,
ease of use and explanation, relationship with assessment policies
and existing practice, and overall effectiveness are important
here.
- What kind of activities do you think lend
themselves best to assessing ICT capability?
- You may wish to focus on a particular
subject area or age group or take a more general view .