d.
Assessing Learning
As
with any form of teaching, when the work is done it is essential
that accurate and valid forms of assessment take place. When you
are using ICT in teaching, several dangers arise that are not
otherwise so obvious. They stem from the easy availability and
the ease of manipulation of information and ideas, and it is best
to be clear about them in this case study.
-
You need to be confident that the information received and used
by pupils has been arrived at 'deliberately' - that is as a
function of their acquisition of reflective or other subject-based
skills rather than by some accident of the World Wide Web. This
is especially true of any technical information they get and
use about design issues such as lighting.
- You
need to be confident that the ideas are the pupil's own, or
that new ideas presented to them through the technology have
been assimilated in a way that is appropriate. Here, with pupils
working in groups on a single design task, you will need to
ensure that monitoring and questioning gives you access to reliable
assessment information.
- You
need to be happy that both you and the pupils appreciate the
differences between presentation and content, and that the pupil
is not merely using the technology to make better-looking work
of the same standard as before. This is especially true of this
case study activity, where making things look different is an
important activity, but only because it makes pupils think about
the way things are designed.
- The
key measure of success is of course in the pupil's understanding
of the Drama related elements in the key objectives of the case
study. There is a danger that providing multiple stimuli to
the pupil to get him or her to recognise features of theatre
design will act as a non-reflective form of short-circuit to
understanding. Here the crucial point is to establish that understanding
has come through appropriate investigative means.
- Individual
and shared progress and achievement - often the technology will
have been used by pairs and groups, as well as by individuals.
Here you need to have a method of ensuring that credit goes
to the right pupil or pair/group for the work done or learning
achieved.
- ICT
use and opportunities to assess learning. Throughout the time
you are using ICT to develop pupils' learning it is crucial
to keep an eye on where ICT allows you to intervene with an
assessment, or whether the ICT has provided you with an assessment
opportunity that you had not foreseen. The e-mail exchange is
an obvious example of this, but so is observing a pupil make
intelligent decisions about the worth of a World Wide Web site
or a resource supplied with this case study.
For
discussion with your mentor:
- How
may of the points made above have you seen in the course of
your work developing the case study, and are there any others
you expect to come across?
 Part
3: Evaluating the Use of ICT in Teaching and Learning
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