ICT Guide

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Section 1: Teaching, Learning and Assessing ICT

Using ICT for assessment In assembling the evidence from both formal and informal assessment procedures, schools have begun to consider the benefits of ICT itself; with regard to using ICT for more general assessment purposes, schools are already familiar with the collection and analysis of national test and other data and the use of ICT to process and present such information for planning and administrative purposes. Increasing use is being made of management informations sytems and new facilities are constantly being developed. Some of these will support schools to take things a step further to record and to undertake more sophisticated analysis of assessment data.
Kilmartin PS, a rural school in Argyll, developed a technique to analyse the assessments of pupils' writing tasks at the middle stages to evaluate the relative value added by the school. Whilst the approach has validity only within the school itself, it is a very useful way of obtaining pointers to effective teaching and also in highlighting areas of priority for work with both classes and individuals. The use of ICT to help with the analysis and presentation of results is significant. Report of school visit

ICT software is used by one special school in drawing up individual learning programmes with long- and short-term targets, individual success criteria and a note of the best teaching approaches for each pupil. ICT is then used to record progress and analyse the collected data that can, in turn, be employed for reporting and planning purposes. Report of school visit
Communication with home and parents Parents and carers in general have a growing awareness of the importance of ICT in learning and an expectation that their children will achieve high levels of expertise and knowledge. For many adults there is already a gap in knowledge and expertise between them and some of even the youngest school-age pupils,
... it is important that agreements are reached as to what should be assessed, when and how.	thanks to ICT exposure at school and, for example, the electronic games culture. Adults acknowledge that today's children seem extremely adept at picking up new techniques and routines associated with ICT. Increasingly
adults are appreciating that rather than be intimidated by ICT it is better simply to learn alongside children. This puts the home experience in a central position of learning support in ICT. There are significant opportunities for parents and teachers to work together, introducing and consolidating learning about ICT and using it to support work in different curricular areas. Where the home has a computer and other ICT equipment such as a digital video or still camera, children quickly learn how to use them and apply them to their lives. It is in the home where they will often find application and support for skills learned in school, not least in passing on skills and information to other family members. Many children use home computers
... today's children seem extremely adept at picking up new techniques and routines associated with ICT.	for games, but increasing numbers are also using facilities such as word-processing and the internet. Often the learning is by example and demonstration. In the home many children very quickly adopt the collaborative mode of working, and a significant amount of learning is undertaken through peer exchanges. The use of peer support is something that
teachers can build on. Much can be gained by collaborative working and, in one school visited, 'expert' primary pupils assisted at staff INSET - taking learning together to new levels. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT]