Formative e-assessments for KS3 ICT

1. Formative e-assessments for KS3 ICT Sue Walton IEA Conference, London, 3 May 2007

2. Background QCA remit was to develop an onscreen summative test to assess pupil performance in ICT at the end of key stage 3 The test was to be delivered to about 600,000 pupils in approximately 4000 schools each year in a 4-week test window in the summer term The practice test would provide pupil reports which were intended to be used formatively The test was piloted in 2004, 2005 and 2006. The final pilot is taking place in May 2007 In January the project was given a new remit

3. The new remit The test will not become a statutory end of key stage assessment but rather an assessment for learning tool �available for use throughout the key stage� Revised assessment materials will provide formative feedback to help pupils progress and inform teaching Schools will be able to use the materials �at any point when pupils are ready, as a resource which can indicate student�s strengths and weaknesses, propelling them to further success� Jim Knight, BETT show, January 2007

4. Revised focus is in line with other documents released in January: �2020 Vision� (the �Gilbert� report) �Making Good Progress� consultation Emphasis on: Progress Ongoing assessment Personalised learning

5. NAA�s vision for the new assessments New assessments will: Cover the programme of study Be stand-alone tasks Be available to schools throughout the key stage Provide levelled formative information Output pupil and group reports Have support materials Include a grid to track progress

6. Task overview Short standalone tasks that can be fitted into lessons Tasks focused on: content areas particular levels Tasks generate reports which include information that feeds into a progression grid

7. Purpose of the new tasks To provide information to help inform teaching and learning in Key Stage 3 ICT, by allowing teachers and pupils to plan the next stages of learning using the outcomes of the assessment together with other evidence

8. So what will the tasks be like? A look at the 2007 practice test

9. Task detail (1) 15-30 minutes long Bank to contain a mix of tasks either comprising short questions and short activities or containing one longer activity Will have a 2-level focus: 3-4, 4-5, 5-6 Will be either single application/concept or multiple applications/concepts

10. Task detail (2) Task categorisation: Data handling Modelling Presentation/Information handling Control Delivered via the existing KS3 ICT delivery software but with reduced administration requirements e.g. no need for pupil passwords

11. What are we assessing? NC programme of study Processes as well as skills, knowledge and understanding The NC programme of study covers: Finding things out Developing ideas and making things happen Exchanging and sharing information Reviewing, modifying and evaluating work as it progresses

12. Recording and mapping progress to the ICT capabilities Identifying problems and defining tasks Searching and selecting information Organising and structuring information Analysing and interpreting information Combining and refining information Modelling Controlling events and devices Exchanging information Presenting information Reviewing, testing and evaluating Assessing the impact of ICT

13. Tasks reports Levelled statements Table with clear indication of when statement has been evidenced Clear link to the progression grid Individual pupil task report Group task report

14. Sample pupil reporting

15. Task support Task outline NC coverage Level focus Information about marking � what is being assessed and what evidence is expected Guidance on how to use the task

16. Overall support Road map of the tasks i.e. what will be available and when Grid of available tasks Progression grid Guidance on e.g.: Purpose of each task and how to use Task selection Using information from the tasks to inform teaching and learning and to help with teacher assessment

17. Marking Evidence is collected and automatically marked Underpinning �rules base� breaks down the national curriculum level descriptions in smaller processes These subprocesses are broken down into meaningful chunks of ICT evidence �opportunities� Currently opportunities are aggregated for level awarding for the summative test

18. Level description Level 5Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. They exchange information and ideas with others in a variety of ways, including using email. They create sequences of instructions to control events, and understand the need to be precise when framing and sequencing instructions. They understand how ICT devices with sensors can be used to monitor and measure external events. They explore the effects of changing the variables in an ICT based model. They discuss their knowledge and experience of using ICT and their observations of its use outside school. They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work.

19. Rules base example Statement of attainment: Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. Process indicator: Select information/assets for specific purposes Elaboration: Use a variety of ICT tools/ techniques or functions to achieve consistency

20. Gathering evidence of ICT capability

21. Gathering evidence of pupil performance

22. Gathering evidence of pupil performance

23. Gathering evidence of pupil performance

24. Evidence of pupil performance

25. Gathering evidence of ICT capability: summary

26. Timescales Further details to schools summer 2007 First batch of materials late autumn First batch of tasks to be data handling followed by modelling in Spring 2008

27. Further information www.naa.org.uk/ks3ictpilot