d.
Assessing Learning
As
the pupils worked, the teacher wanted to assess their learning
at a number of points:
- Ability
to identify a function in terms of the number of operations
involved.
- Ability
to represent a function as a spreadsheet formula.
- Ability
to represent a function as an algebraic formula.
- Ability
to write equivalent functions with and without brackets.
As
with any form of teaching, when the work is done it is essential
that valid and accurate forms of assessment take place. When you
are using ICT in teaching, several dangers arise that are not
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 the first case study.
- You
need to be confident that the information received and used
by students has been arrived at deliberately - that is as a
function of their acquisition of numeracy skills rather than
by fortuitous approximation or guesswork.
-
You need to be satisfied that both you and the student appreciate
the differences between presentation and content, and that you
are not merely using technology to make better-looking work
of the same standard as before.
-
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 student of the pair/group for the work done or
learning achieved.
For
discussion with your mentor:
-
How many 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
|
