Statutory Assessment of Using ICT at KS3

August 2012 – March 2013

Preparing for Statutory Assessment

of the Cross-Curricular Skill of

Using ICT

Mick Davies mdavies@ccea.org.uk

Treasa Farrell tfarrell@ccea.org.uk

Melanie Mulligan mmulligan@ccea.org.uk

Dorothy Orr dorr@ccea.org.uk

Structure of the day

9.30 – 9.45: Arrival, introduction and overview

9.45 - 10.45: Effective Task Design

10.45 - 11.00: Coffee

11.00 - 12.30: Assessment Judgements

Pupil Work (subject contexts)

12.30 - 1.15: Lunch

1.15 - 3.00: Pupil Portfolios (holistic judgements)

3.00 - 3.30: Questions and close

AimTo prepare for the implementation of statutory assessment of the cross-

curricular skill of Using ICT.

Objectives To increase awareness of the statutory requirements for schools and

teachers in relation to assessment of the cross-curricular skill of Using ICT;

To model the process of designing effective cross-curricular tasks for Using ICT;

To increase understanding of the Desirable Features for Using ICT and use them to make a judgement about pupil work;

To understand how to make a holistic judgement about a pupil portfolio with reference to the Levels of Progression;

To identify processes needed to ensure the school fulfils its statutory requirements.

Aims for the session

Assessment of Using ICT becomes part of statutory end-of-key-stage assessment in 2013/14. http://www.nicurriculum.org.uk/docs/assessment/Guide_to_Assessment_Aug2011.pdf

http://www.deni.gov.uk/draft_target-setting_in_schools_regulations_2012__2_.pdf

In preparation for this, you will be in the process of considering where the evidence for assessment will come from.

There is an element of whole school planning here, since evidence will come from a range of tasks from several Areas of Learning.

Statutory Assessment of Using ICT at KS3

Timetable

2012 – 2013: CCEA officers provide system-wide training for assessment of Using ICT. (Current Year 9 cohort first to be assessed in line with statutory regulations)

2013 – 2014: First year of Statutory Assessment of Using ICT. DE have charged CCEA with moderation. Pupil

portfolios will be requested following your internal assessment of Using ICT (with reference to the Levels of Progression)

2012 – 2013 and beyond

Voluntary ICT Accreditation Scheme

Statutory Assessment

2012 – 2013: Final round of voluntary ICT Accreditation Scheme

System-wide training for statutory assessment of Using ICT

August 2012 – February 2013: Task Approval process available for participating schools (.pdf Task Writing Tool)

August 2012 – February 2013: Task Approval process available for all schools ahead of statutory assessment (.pdf Task Writing Tool)

September 2012 – March 2013: Run assessment tasks with Year 10 classes

September 2012 – June 2013: Assessment tasks can be run with Year 8 and Year 9 pupils ahead of statutory assessment

April/May 2013: Participating schools submit levels and pupil portfolios

September 2013 – March 2014: Assessment tasks run with Year 10 pupils

May 2013: Moderation of pupil portfolios March 2014 – School finalises holistic judgements for KS3 statutory assessment of Using ICT

June 2013: Reports are issued to participating schools

The Statutory Order (SR2007 No 5)

Each pupil shall be assessed in each school year by the end of the summer term by a teacher in: each of the Areas of Learning; the cross-curricular skills; and other skills.

The cross-curricular skills of pupils in Key Stages 1, 2 and 3 shall be assessed by the end of the school year with reference to Levels of Progression.

Developing pupils’Knowledge, Understanding and Skills

(Objective 1) Developing pupils as Individuals

(Objective 2)Developing pupils as Contributors to Society

(Objective 3)Developing pupils as Contributors to theEconomy and the Environment

Pupils should have opportunities, through the contextsopposite, to:develop skills in scientific methods of enquiry to furtherscientific knowledge and understanding:planning for investigations,obtaining evidence,presenting and interpreting results;develop creative and critical thinking in their approach tosolving scientific problems;research scientific information from a range of sources;develop a range of practical skills, including the safe useof science equipment;learn about:Organisms and HealthInterdependence of plants and animalsCells, genes and reproductionHealthy body and mindChemical and material behaviourAtoms and chemical changesStructures, properties, uses of materialsElements, compounds and mixturesForces and energyForces and energy transferUsing electricitySound and lightEarth and UniverseThe environment and human influencesThe solar system and universe.

Pupils should have opportunities to:Explore emotional development, for example, the changesassociated with puberty.Investigate ways of improving own learning by finding outhow the brain functions.(Key Element: Personal Understanding)Explore physical, chemical and biological effects onpersonal health, for example, inherited characteristics,exercise and nutrition, misuse of chemicals, loud sound, etc.(Key Element: Personal Health)Explore issues related to Mutual UnderstandingRespect and co-operate with others in the process ofscientific enquiry, for example, work effectively as part of ateam in investigative work.(Key Element: Mutual Understanding)Explore issues related to Moral CharacterRecognise and challenge over-simplistic or distortedgeneralisations about science with informed and balancedresponses and take responsibility for choices and actions.(Key Element: Moral Character)Explore issues related to Spiritual AwarenessDevelop a sense of wonder about the universe, forexample, the scale from the smallness of the atom to thevastness of outer space; the complexity, diversity, andinterdependence of living things.(Key Element: Spiritual Awareness)

Pupils should have opportunities to:Investigate how the media (internet, television, radio,newspapers) help inform the public about science andscience related issues. Explore some of the strengths andlimitations of these sources of information, for example,maintain a journal of science issues in the news; compareand contrast different approaches to dealing with scientificissues.(Key Element: Media Awareness)Explore some ethical dilemmas arising from scientificdevelopments, for example, testing of new chemicalproducts for weapons development; growing geneticallymodified crops.(Key Element: Ethical Awareness)Explore issues related to CitizenshipConsider factors that need to be taken into account whenassessing statements that claim to be based on scientificresearch into issues affecting society, for example, thenature, quality and source of the data.(Key Element: Citizenship)Explore issues related to Cultural UnderstandingConsider how the development of scientific ideas ortheories relate to the historical or cultural context, forexample, the development of the heliocentric model of thesolar system, Jenner’s work on vaccination, etc.(Key Element: Cultural Understanding)

Pupils should have opportunities to:Identify how skills developed through science willbe useful to a wide range of careers, for example,jobs involving animal welfare, building and construction,education, electrical work , engineering, environmentalmanagement, financial services, food and farming, forensics,information and communications technology, journalism,plumbing, technology, pharmaceuticals, medicine, etc.(Key Element: Employability)Investigate a product of economic importance todetermine the science behind it, for example, explore asuccessful local product and generate ideas for a product oftheir own.Investigate a product to determine best value, forexample, compare performance and cost of an economy andbranded product, consumer product testing, etc.(Key Element: Economic Awareness)Investigate the effects of pollution, for example, water,air, land, sound etc. and specific measures to improve andprotect the environment, for example, renewable energy,efficient use of resources, waste minimisation, etc.Explore the importance of biodiversity, how it impacts onour lives and how it is affected by human activity.Investigate what can be done to conserve and promotebiodiversity, for example, school wildlife gardens/wilderness areas, anti-pollution strategies, habitatmanagement, etc.(Key Element: Education for Sustainable Development)

Learning OutcomesThe learning outcomes require the demonstration ofskills and application of knowledge and understanding ofScience.Pupils should be able to:

demonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations;use investigative skills to explore scientific issues, solve problems and make informed decisions;research and manage information effectively, including Using Mathematics and Using ICT where appropriate;show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and Using ICTwhere appropriate;demonstrate creativity and initiative when developing ideas and following them through;work effectively with others;demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.

Learning Outcomes in the Statement of Minimum Content

Statutory Assessment of Using ICT at KS3

Statutory Assessment of Using ICT at KS3

All teachers are accountable through the Learning Outcomes in their own subject for contributing to the acquisition and development of skills in Using ICT.

However, only some will contribute to evidence for statutory assessment.

The expected level for most pupils at the end of Key Stage 3 is level 5.

Most pupils are expected to move at least one level over the course of each Key Stage.

If a pupil has been awarded a level 4 in P7, he/she should leave KS3 having achieved at least a level 5.

If a pupil has been awarded a level 5 in P7, he/she should be achieving at least a level 6 by the end of Key Stage 3.

DE Expected Levels

Education (Target-Setting in Schools) Regulations (Northern Ireland) 2012

Measures of Performance for which Boards of Governors of secondary schools must set targets

1. The percentage of pupils which should achieve level 5 or above in each of the cross-curricular skills for which the Department has specified levels of progression under Article 8(3) of the 2006 Order at the end of key stage 3.

SCHEDULE 2 Regulation 6(b)

More details are available on the website: http://www.deni.gov.uk/consultation-on-the-provision-of-performance-and-other-information-about-pupils-and-schools

The Requirements of the Levels of Progression

Statutory Assessment of Using ICT at KS3

Where will the evidence for assessment come from?

Typically schools have found that it takes a minimum of four assessment tasks to cover the requirements of the Levels of Progression.

The next section will look at what’s involved in constructing assessment tasks.

Statutory Assessment of Using ICT at KS3

Consider the messages presented so far:

Where are you now?

What is already happening?

Record any questions on post-its

This section of the day will look in more detail at what’s involved in designing assessment tasks.

Effective Task Design

How Do I Use the Desirable Features

Card Activity: Familiarising yourself with the Desirable Features.

Groups look at:

Researching

Online Collaboration

DTP

Working with Sound

Note to Coordinators

Case Study

Statutory Assessment of Using ICT at KS3

1.Presentation: Prezi

2.Online Collaboration

Assessment Judgements: Pupil Work

Prezi Example

You have a sense now of what’s involved in 4 sets of the Desirable Features.

Next, we’ll examine how the Desirable Features for Presentation can be applied here.

Online Collaboration Example

Using the Task Writing Tool

Developing a task in the ‘Task Writing Tool’

Either

Work up an idea for a task based on an existing activity;

Or

Refer to the suggestions in your pack.

Using the Task Writing Tool

Lunch

12.30 – 1.15 : Lunch

We will return to complete the remainder of the Task Writing Tool activity after lunch.

Using the Task Writing Tool

Summary of Effective Task Design

It needs an appropriate subject context;

That is, a ‘naturally occurring opportunity’;

With sufficient scope to address targeted levels;

Differentiated to more than 1 level;

Written with clear success criteria.

MindMap

Holistic Judgements

Evidence from several assessment tasks;

Coverage of the 5‘E’s;

‘Best-fit’;

Refer to the Levels of Progression.

– access, select, interpret and research information from safe and reliable sources;

– investigate, make predictions and solve problems through interaction with digital tools.

The 5 ‘E’s: Explore

process found or self-produced assets, including text, data, sound, still or moving images, and combine these to create, present and communicate their work, showing an awareness of audience and purpose.

process found and self-produced assets, integrating text, data, sound, still and moving images to create, present and communicate their work, demonstrating a clear understanding of audience and purpose.

Express

3 4

use a contemporary digital method to communicate or contribute to a supervised online activity.

use contemporary digital methods to communicate, exchange and collaborate in supervised online activities.

Exchange

Evaluate and Exhibit

talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability.

manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly.

Evaluate and Exhibit

Assessment Decisions

Assess pupil work using the success criteria.

Check against the approved task.

Which level is the ‘best fit’?

Remember, levels are broad.

Which ‘E’s are represented?

What does the task contribute to the overall e-

portfolio?

Planning where the evidence within the portfolio will come from is of key significance;

Pupils need opportunities to show what they are capable of in Using ICT;

You need to know your mix of tasks well in advance; The mix of tasks is unlikely to be the same in different

schools because of: Contributing subjects Subject contexts Hardware/software available and being used by pupils

Holistic Judgements: Pupil Portfolios

It is the overall portfolio of evidence that represents the level;

Evidence in the overall portfolio will come from several subjects and types of hardware/software;

A portfolio will contain evidence from a minimum of 2 Areas of Learning (but it’s easier if you have more subjects involved);

A single task will rarely contribute to all 5‘E’s, nor will it satisfy an ‘E’ in its entirety;

The overall Portfolio must contain evidence of each of the 5‘E’s.

Portfolios

Example of one possible approach

Areas of Learning The context (audience and purpose)

Software used Desirable Features 5’E’s

LLW: Home Economics

Food blog for young people to share ideas for healthy cheese snack recipes

Fronter/WordpressOnline Collaboration

ExploreExpressExchangeExhibit

LLW: Employability Website to promote cheese as a nutritious food source

Kompozer/Frontpage ResearchingWeb Design

ExpressExhibitEvaluate

Art & Design Design food packaging labels for the cheese snack made in HE

Photoshop Working with Images ExpressExhibit

English Write and publish a radio advertisement (podcast) to promote cheese product

Audacity Working with Sound ExploreExpressEvaluateExhibit

CHECKMore than 2 Areas of Learning

CHECKWho is it for and what’s the purpose?

CHECKRange of appropriate software N.B range of levels will have been predetermined in advance

CHECK5 sets of Desirable Features

CHECK5’E’s addressed

NOTE: how each task is developed and how pupil work is evidenced will impact on whether or not a school’s level judgements are confirmed at moderation.

The Requirements of the Levels of Progression

Timeline

Coordinators lead groups in using the Timeline cards to decide:

What needs to happen when?

Can several things be done simultaneously?

What is the current state of readiness in my school?

Online advice and guidance; Effective task design; Ideas for tasks; Desirable Features; Task Writing Tool; Task approval process; Exemplification database; Case studies.

Tasks: what is available to help you:

Submit tasks for approval early; Activities are most successful when they are embedded

in a relevant subject context; Tasks are differentiated to more than 1 level; No single piece of pupil work on its own constitutes the

award of a level; Move away from purely office-based

approaches/software; Vary the task activities to ensure breadth and depth and

to avoid duplication (e.g. no more than 1 .ppt).

Practical Advice for 13/14:

1. If you want to make an early start… CCEA will be offering the final cycle of the voluntary ICT accreditation scheme in 12/13, so by registering you could be getting some tasks approved in readiness for 2013/14 and could submit pupil work for moderation.

2. All schools will be able to access Task Approval whether registered for the scheme or not.

Getting prepared during 12/13

Take-Home Messages

Successful preparation for assessment requires a whole-school approach.

Coordinators need support and decisions from SMT. Decide which subjects are going to be involved in

assessing Using ICT within your school. Decide what mix of subjects and software is feasible in

your situation. Decide which levels are most appropriate for your pupils

by the end of KS3. More tasks and more departments involved leaves room

for manoeuvre.

Before you leave…

Travel Claim Forms – 11CA Evaluation Forms

Mick Davies mdavies@ccea.org.uk

Treasa Farrell tfarrell@ccea.org.uk

Melanie Mulligan mmulligan@ccea.org.uk

Dorothy Orr dorr@ccea.org.uk

CCEA

29 Clarendon Road

Clarendon Dock

Belfast BT1 3BG