Assessment strategies
In order to achieve the principles identified above the ICT department uses three assessment strategies:
- Initial / Diagnostic assessment
- Understanding of strategy
How this is implemented
- On joining the secondary department at Mount Tamer School in Year 7 pupils complete an Introductory Unit which allows both the pupil and staff an understanding of the skills gained and skills and understanding needed to aid the individual pupil.
- At the beginning of each year all pupils work through a Revision Unit to remind them of the skills and any new services introduced during the previous year.
Formative assessment
Formative assessment is a continuous process of review conducted throughout the programme to build up a profile of the individual pupil and to monitor and review their progress against targets set in the ILP.
How this is implemented
- Each pupil in Key Stage 3 has their own ‘learning portfolio’ in which they save all their work, which is used for assessment.
- Marking of pupils’ work, speaking verbally, observing group work, peer group assessment and self evaluation are all methods in which pupils are continually assessed to allow the teacher to judge progress being made.
- At the end of a unit of study the teacher completes a final assessment of the pupils’ work and judges an appropriate level for the work. To ensure consistency in the leveling and marking of work, department meetings for Key Stage moderation take place.
Summative assessment
The summative assessment is a final review of learning at the end of a pupil's course to measure the 'distance traveled'.
How this is implemented
- End of unit assessments take place in Key Stage 3, through the use of a self / peer group / teacher assessment.
- At Key Stage 4 pupils follow units of work towards either ELC, Functional Skills and, from Sept 2009, Diploma qualifications. At the end of each unit pupils will receive an understanding of where they are on each course through feedback through oral and written methods.
Useful Links
The following links may be of use:
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Assessment Procedures by Year Group
Below is a list of the different assessment procedures that should be in place for each teaching group. These procedures should be in line with the year group Scheme of Work.
Years 7 & 8
- The ICT departments long, medium and short term plans allows for pupils to see the Assessment Ladder for each unit from the start of the unit and pupils are encouraged to refer to the Assessment Ladder regularly.
- End of unit work should be marked to show progress made.
- Once the end of teaching unit has been reached in the Scheme of Work the Assessment Ladder for the unit is completed and the assessments entered onto the 'ict-markbook' for the individual pupil.
- Pupil Responsibility
- marking of print outs – these should be annotated by the pupil.
- pupil self assessment of level achieved
- pupil identification of what needs to be done to improve their work
- Teacher Responsibility
- to mark and annotate work. Comments given should be constructive, positive and rewarding. In addition comments should identify ways to improve.
- issue pupils with their level for the unit of work.
- to ensure that the pupil assessments are input into the ict-markbook for each pupil so that pupils are fully aware of what they need to do to improve.
- all work is marked and fed back to the students at the end of a unit.
- a verbal dialogue between the pupil and teacher should take place on a regular basis, where the pupil can be given feedback on their progress through discussion.
Years 9, 10 & 11
- all pupils must be made aware of their target assessments.
- pupils’ work should be given constant and consistent feedback on their work. Again this needs to be constructive and should identify ways for the work to be improved in line with their target assessments.
- work should be marked regularly. Pupils should be encouraged to meet milestones.
- Continuous target assessments should be based on the following:
- on how the pupil is working, what grade would they get if they continued to work at the way they are now until the end of the course.
- assessments should be added to the pupils ict-markbook
- a verbal dialogue between the pupil and teacher should take place on a regular basis, where the pupil can be given feedback on their progress through discussion.
Using Data and Setting Targets
The department uses a range of data to set aspirational, yet achievable, targets for pupils.
Data sources
- The sources of data that the department uses to set targets include:
- Fischer Family Trust.
- Key Stage 2 data and Value Added Graphs.
- Information provided by previous schools e.g. JCC primary / secondary schools
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