Statutory Assessment of Using ICT at KS3

1. 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

2. Structure of the day

3. Aims for the session Aim To 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.

4. Statutory Assessment of Using ICT at KS3 • 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.

5. 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)

6. 2012 – 2013 and beyond

7. 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.

8. Statutory Assessment of Using ICT at KS3 Learning Outcomes in the Statement of Minimum Content

9. 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.

10. DE Expected Levels • 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.

11. 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

12. The Requirements of the Levels of Progression

13. 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.

14. 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

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

16. 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

17. Note to Coordinators

18. Case Study

19. Statutory Assessment of Using ICT at KS3 Comfort Break

20. Assessment Judgements: Pupil Work • Presentation: Prezi • Online Collaboration

21. 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.

22. Online Collaboration Example

23. 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.

24. Using the Task Writing Tool

25. Lunch 12.30 – 1.15 : Lunch We will return to complete the remainder of the Task Writing Tool activity after lunch.

26. Using the Task Writing Tool

27. 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.

28. MindMap

29. Holistic Judgements • Evidence from several assessment tasks; • Coverage of the 5‘E’s; • ‘Best-fit’; • Refer to the Levels of Progression.

30. The 5 ‘E’s: Explore

31. Express

32. Exchange

33. Evaluate and Exhibit Evaluate and Exhibit

34. 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?

35. Holistic Judgements: Pupil Portfolios • 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

36. 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.

37. Example of one possible approach

38. The Requirements of the Levels of Progression

39. 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?

40. Tasks: what is available to help you: • Online advice and guidance; • Effective task design; • Ideas for tasks; • Desirable Features; • Task Writing Tool; • Task approval process; • Exemplification database; • Case studies.

41. Practical Advice for 13/14: • 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).

42. Getting prepared during 12/13 • 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. • All schools will be able to access Task Approval whether registered for the scheme or not.

43. 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.

44. 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