Areas of Learning
ICT &
Computing
Focussing on
Assessment and
progress
Use of Rubrics for
Project based learning
tasks
The Puzzle of assessing
progress – as it changes
Setting up the Learning environment
How to record and
feed back progress and
targets
How to juggle students at different
stages
Developing Programming capability
Using Scratch
to create a
game
Basic Blocks
Sprites
Connecting Blocks
Movement
Program Control structures
Looks
Variables and blocks of
code
Story-telling
Connecting Purpose to user
Game with purpose
Game that works
Structures that are clear
and effective
Developing Programming capability
Using
Scratch to
create a
game
Setting up
stages of
skills from
basic novice
level to
mastery level
Basic Blocks
Sprites
Connecting Blocks
Movement
Program Control structures
Looks and costumes
Variables and blocks of
code
Basic input and output
Story-telling
Connecting Purpose to user
Game with purpose
Game that works
Structures that are clear
and effective
Connecting SOLO to
assessment rubrics
Basic Blocks
Label Band 1
Connecting Blocks
Label as Band 2
Connecting Purpose to user
Label as Band 3
Padawan
Knight
Master
Transfer to other areas in similar way
Band 1
Band 2
Band 3
Assessment Criteria –
teacher speak version
Criteria assessed need to be clearly defined – no more than 5
so that students can focus on these aspects for improvement
Student Speak
Padawan
Knight
Master
What should I do next? –
Aiming for Progress
Cut down student speak version to create cards that can be used in class to
prompt students about what they need to do next – recognising where they
are at the moment.
Questions to develop understanding
Questions used by teachers to prime questioning of
students. Used in worksheets, prompt cards or as prompts
for online AfL activities.
Teacher – Tracking progress
Can be printed so that teacher can assess in the class as the
students are working – or when browsing work online
Updates the
matrix
automatically
E-Tools for Learning
What tools can
be used to aid
students and
staff?
Use of Edmodo quizzes to assess
understanding
Areas for focus by teacher become clearer
Analysing Progress and
Reporting/Teacher feedback
Level for students arises from
aspects being assessed
Number of criteria can be
changed and marks needed for a
band can be changed
What next?
http://stpetersca.edu20.org/
Extend Edmodo and use other online environments
e.g. Use of EDU 2.0 to implement with students in higher year groups
Course creation tools available
Other tools to create and feed criteria
to students
Personalise learning
Use of online tools can allow teacher to use time outside lesson to direct
feedback to individuals.
Use of online badges to
reward students
Padawan
Knight
Master
Incentives that reflect improving ability and skill levels. Points make…
Directed
Improvement and
Reflection
Time
Students identify a piece of work that they need to
improve; time in class is allowed to revisit.
For this to work the teacher needs to direct feedback so
that the student knows what they need to work on (choice
is limited to work that will have greatest effect for that
student).
What is next?
Consolidate the work and allow for time to
embedding it into schemes of work, and
transfer between each key stage for the
remaining units this year. Need to improve
focus and communicate at different levels.