INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
When a learner arrives in their new school there is a need for an assessment of their abilities.
There are two reasons for this:
Analogue (formative) – the needs of the learner in easing the transition from one
school to another.
Digital (summative) – the needs of a school in allocating the learner with a value that
allows the tracking of progress and the setting of targets.
Ideally, the analogue assessment should lead to a digital assessment, but in many cases time
mitigates against any meaningful work being produced.
With secondary schools taking learners from different feeder schools there is usually little evidence
of attainment as far as computing is concerned. In many schools an ‘outside’ score (such as FFT) is
used to estimate the ability of the learner, but this is always a mechanical and non-subject specific
assessment.
Schools are also now responsible for deciding their own assessment model and whatever the
computing department produce it should mirror the one used in other subject areas.
Many schools are considering a test to calculate this digital level with its inherent moderation. There
is no harm in this but it needs to be used with care.
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So, how does the computing department provide assessment in a meaningful manner with its new
intake?
This document and its associated resources can be used as the basis for an assessment procedure
for Computing. It is not meant to favour one ‘flavour’ of the Computing curriculum giving equal
rating to the three areas in the Programme of Study. It provides guidance and should be changed to
suit the school.
Although this document uses the ideas of whole levels, which reflect the ‘old’ National Curriculum
schools should change this represent the way in which their school works e.g. sub levels, other
grading systems.
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
ASSESSMENT STEPS
Step One – Looking at the system
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Find out what the school requires?
o What assessment format will be needed across departments?
o Calculate the time that you have
When will the first reporting session be for the intake?
o What form will this be?
o What information will be required?
Consider why you are assessing?
o Is it analogue or digital?
Collate the information you have been given about the learners?
o Do not be frightened of making a pre-judgement based on previous experience, you
need a baseline - be prepared to verify it.
Step 2 – Creating a scheme
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What assessment scheme will you be using?1
Can you describe pen portraits of the student in each assessment band?2
Do you have ideas ‘old’ samples of work that can be used to judge the learners against?
Step 3 – Completing the assessment
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Consider completing these assessments?
o Computer word (I can) statements3
o Completing a task based assessment4, 5
o Completing a test
Step 4 – Using the assessment
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Compare the assessment with the information you already have. Are there anomalies?
Do you need further evidence? – remember ability in one area of the curriculum does not
necessarily mean mastery of other
How can you use the information to influence teaching? – Lesson planning, grouping of
learners etc
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SCAM – Somerset Computing Assessment Matrix is here
See Pen Pictures in this document 3
Computer word statements are here in this document
4 My Computing Life Powerpoint task
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My Computing Life Marksheet
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
PEN PICTURES OF LEARNERS AT KEY STAGE 3 AND SCAM
By the time leaners have reached the age of 11 they will have been using technology for a long time.
In order to reach an assessment of their computing ability these pen portraits have been produced
to go alongside the Somerset Computing Assessment Matrix6. It is not expected that there will
always be a perfect fit with learners showing capability in several areas. A best fit model should
always be used.
These learners will be able to use technology but may show signs of struggling with logging
on. Their file area will be unorganised and the names used on files will not be sensible.
They will frequently lose work even if the work is saved for them. They will complete tasks
following instructions but could encounter some difficulties.
Computer Studies
Level 3
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This learner will be recognise some of the commands in Scratch and will be able to
follow simple instructions to complete a program. They will need help to be able to
correct a simple program and make it work.
They will able to name some of the bits of software and hardware components that
make up a home computer system.
They will be able to follow a simple algorithm.
Information Technology
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They will know that applications do different things and will be able to name one or
two.
When questioned they might be able to explain how computers can be used to
simulate real life situation such as a simple budgetary spreadsheet.
Digital Literacy
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They will know when things are ‘wrong’ and that they should report concerns.
They will be able to use a search engine.
SCAM – Somerset Computer Assessment Matrix
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
These learners will be able to use various pieces of technology equipment. Their file areas
will have folders in them (although these might be disorganised) and names on the files will
not be sensible. They will have to be shown how to transfer information and data from one
device to another. They will be able to use a new piece of software following instructions
but will show no ability to extend its use.
Computer Studies
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Level 4
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This learner will be able to follow a program that uses unconditional loops.
They might have met a text based language such as Python.
They will be able to follow an algorithm and predict what will happen. They will
know that there could be different algorithms for the same problem.
They will be able to say what a limited number of software and hardware
components of a computer do.
They will have a basic knowledge of how computers are networked together.
They will have met binary.
Information Technology
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They will know which piece of application software they need to complete a task.
When questioned they will know that computers are used to create simulations of
the real world.
They might know how to transfer a product produced in one application and place it
into another.
Digital Literacy
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They will know how about poor behaviour on the net and how to report it.
They will know how to change an existing piece of work. They will be able to give an
opinion as to how successful their work has been but it will be based on what they
think – not others.
They will be able to work with others.
They will be able to identify keywords to put into a search engine.
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
These learners will have directory areas with folders and files that have sensible names.
They will be able to use various pieces of technology equipment confidently. They are
confident in their work and are beginning to be adventurous not necessarily following
instructions when learning a new piece of software - showing the first signs of independent
thinking.
Computer Studies
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Level 5
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This learner will have met and used two different programming languages (Scratch
and Python?). They will have typed in a program that uses conditional loops and be
able to explain them.
They will be able to correct an algorithm. They will know some simple search and
sort algorithms.
They will have met the conversion of numbers into binary and be able to complete
simple sums.
They will have a basic understanding of file sizes and how these differ according to
the way in which a file is saved.
They will be able to say what software and hardware components of a computer
system that could be used in an office are and what tasks they complete.
Information Technology
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They will be able to use several different applications without help.
They will be able to use a database to search data (not a search engine).
They will be able to change the values/formulas in a computer
simulation/spreadsheet to change what happens.
When directed they will be able to talk about how computer are used to create
models of the world. With direction they would be able to create some models (e.g.
simple spreadsheet to model cash flows).
Digital Literacy
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They will be able to explain the steps they take to protect themselves on the
internet. They will know the idea of a digital footprint.
They will be able to take a presentation and change it so that it suits another
audience.
They will change a piece of work they have produced after receiving some
comments from others.
They will know that a search produces result according to how it ranks the pages
and that some result on other pages might be useful.
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
These learners will have well organised directory areas and will start to consider how they
back up the data. They use technology equipment confidently and will be able to transfer
information and data from one device to another. They do not necessarily follow the
instructions showing the first signs of independent thinking.
Computer Studies
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Level 6
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This learner will be competent in copying and improving text based programs. They
will be able to spot obvious mistakes and bugs in a program. They will understand
the concept of nested loops and functions and be able to copy programs that use
them.
They will be able to convert a simple algorithm into pseudo code.
They will have met the idea of logic gates and be able to create a truth table for a
simple circuit.
They will have a simple understanding of how instructions are stored in the
computer, showing an understanding of low level programming.
They will have an understanding of hardware and software and be able to specify
the components to make a complete system.
Information Technology
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They will be able to refine work in the light of users comments.
They will start to consider how the work will appear on different devices.
They will be able to look at raw data and produce an understandable report.
They will be able to create (from instructions) and change a spreadsheet model.
Digital Literacy
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They will know how to use technology safely and be able to spot the places where
problems can occur.
They will be able to complete long term projects that link several applications.
They will be able to search the internet taking a considered approach to the
information that they get.
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
These learners are consummate users of technology. They will easily transfer files from one
place to another maintaining a fidelity to the folders and file names that ensure they know
which one is the current one. They show expertise in one area of technology. They are
willing to learn about all areas of Computing but sometimes need to be given a starting
point.
Computer Studies
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Level 7
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They are competent programmers and use information gained from previous work
to create new programmes. They know about a modular approach to programming.
They examine a problem and refine the work and produce algorithms that represent
various parts of the solution –this can be in pseudo code.
They are able to consider how the solution will work across devices.
Information Technology
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They are competent users of many applications and can integrate the products from
each application seamlessly into one report.
They are competent creators and users of databases and spreadsheet models.
They connect together different applications allowing dynamic synchronisation.
Digital Literacy
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Level 8
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They have a wide ranging knowledge of eSafety issues and know what their online
profile looks like and the methods they can use to protect it.
They can work cooperatively with others responding to feedback.
They can design interfaces that allow for efficient data input.
These learners are the ‘geeks’ of the class. They might show excellence in one or more areas
such as graphic design and publishing but show ability in all areas of Computing. They are
adventurous user of technology frequently taking ideas further than others. They are the
‘goto’ learners in the class that other children use for help.
They can demonstrate expertise in areas of technology outside of the classroom.
They know everything!
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
This document is held here and should be amended to suit the school
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INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3
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The Somerset Computing Assessment Matrix has been created as the first stage in devising an assessment model for Computing at Key Stage 3. Schools should consider
the matrix against the schemes of work they use, devising marking criteria, ‘I can’ statements, progress guides and other assessment materials. The progress stages are
given as a guide and should be adapted to fit the schools overall assessment model. This document on one side can be found https://slp.somerset.org.uk/sites/edtech/Secondary%20Computing/Assessment/SCAM%201.3.pdf
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Computer Studies
the fundamental principles of information and computing, how
digital systems work and how to put this knowledge to use
through programming
(Programming, Hardware, Software , Algorithms)
 Recognise the different elements of existing programs and
describe what a program will do
 Plan and create linear (non branching) programs using a visual
language
 Debug simple programs
 Recognise different hardware and software components
 Recognise an algorithm and know how they are implemented
on digital devices
 Understand what programming statements do and combine
these to find a solution
 Use increased complexity in programming e.g. Repetition and
operators
 Use a text based program in simple way
 ’Think through’ an algorithm and predict an output
 Compare different algorithms for the same problem and use
logical reasoning to detect errors
 Understand hardware and software components
 Understand computer networks, including the internet; how
they can provide multiple services such as the world wide web,
and the opportunities they provide for communication and
collaboration
 Understands how binary data is stored and how numbers and
images are represented
 Use two different programming languages to solve a variety of
problems
 Use increase complexity in writing programs e.g. if..then and
else, procedures and lists
 Analyse different algorithms for the same problem and use
logical reasoning to detect and correct errors and improve the
algorithm
Information Technology
creating systems and a range of content
(User, Applications, Systems, Models)
Digital Literacy
the use and ability to express themselves and develop ideas
(Creativity, Knowing the possibilities, Communicating and collaboration,
eSafety)
 Recognise that different applications accomplish different
tasks
 Describe computer models and how they represent real
world problems
 Identify inappropriate content and conduct and know how to report
concerns
 Use ICT to complete a task
 Use a search engine to select information
 Compare applications and select the ones needed to solve
a problem
 Collect and present data
 Understand how computer models and how they
represent real world problems
 Plan ways to use IT to bring together information from
different places or in different formats
 Recognise and explain inappropriate content and conduct and know how
to report concerns
 Understand how an existing artefact can be re-used and revised
 Explain how successful their work has been
 Work collaboratively on joint projects by giving feedback
 Use key words in a search engine to select information in an efficient
manner
 Use and combine applications to solve problems
 Analyse data
 Change and manipulate computer models and how they
represent real world problems
 Design, use and evaluate computational abstractions that
model the state and behaviour of real-world problems
 Understand how to be discerning in the safe use of technology including
protecting online identity
 Re-purpose an existing artefact
 Take into account others comments and analyse usefulness
 Use search technologies efficiently, appreciating how results are selected
and ranked
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E
 Understand two key algorithms that reflect computational
thinking (e.g. ones for sorting and searching)
 Understand how data is stored
 Perform conversion and calculations using binary
 Understand the relationship between resolution of images and
file size
 Identify internal and external components within computer
systems and describe their purpose
 Evaluate different programs identifying refinements and bugs
 Use increased complexity in writing program e.g. nested loops,
and Functions
 Create effective algorithms using pseudo code
 Understand the concept of logic gates and what they do
 Understand the hardware and software components that go to
make up a system
 Understand how instructions are stored and how these are
executed in a computer system
 Independently create programs to solve problems that uses a
modular approach that may include the use of libraries
 Create an algorithm that abstracts the important elements of a
problem
 Select the correct hardware and software to solve a problem
across a range of devices selecting an effective method of
communication between these devices or networks
 Develop and apply their analytic problem-solving, design and
computational thinking skills
and physical systems
 Evaluate and refine work specifically for a known user
bearing in mind their needs and different devices
 Evaluate data
 Evaluate computer models and how they represent real
world problems and make improvements
 Evaluate situations that cause safety concerns and aspects of security
 Critique the ways in which you could share work
 Undertake creative projects that involve selecting, using, and combining
multiple applications, preferably across a range of devices, including
collecting and analysing data and meeting the needs of known users
 Be discerning in evaluating digital content gained from searches
 Design a solution to a challenging problem that combines
multiple applications and considers the use of different
devices
 Independently create and design computer models and
how they represent real world problems
 Use technology respectfully, responsibly and securely
 Create ways of communicating their ideas and receiving and acting on
feedback
 Develop an appropriate user interface for an ICT based system which:
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Enables efficient data input
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Displays system outcomes that are fit for purpose and audience
 Design and implement integrated systems for others to
use which:
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Meet the needs of others
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Take account ease of use
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Collect, process and prepare information for
processing efficiently
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Automate dataflow through the system
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Include an appropriate interface between the
system and the user
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Use appropriate ICT tools and techniques
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Integrate evaluation into the development process
to inform subsequent refinements
 Consider the use of online technology to support learning while respecting
their own online reputation
 Develop their capability, creativity and knowledge in computer science,
digital media and information technology
Recognise similarities between more complex problems, and produce a general model that fits aspects of them all. Competently and confidently use a general purpose text based programming language to
produce solutions for problems using code efficiently
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MY COMPUTER LIFE
These slides are taken from an assessment task that could be used. Pupils would load the file and then change it detailing their computing life. Levelled against the
Somerset Computing Assessment Matrix it would represent one way of assessing their ability.
The blank file for student use is here https://slp.somerset.org.uk/sites/edtech/Secondary%20Computing/Assessment/My%20Computer%20Life%20%20baseline%20assessment/My%20computer%20Life.pptx and the powerpoint with marking instructions is here https://slp.somerset.org.uk/sites/edtech/Secondary%20Computing/Assessment/My%20Computer%20Life%20-%20baseline%20assessment/My%20computer%20Life%20%20marking.pptx
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