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 first 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 subject-based skills rather
than by some accident of the World Wide Web.
- You
need to be confident that the ideas are the pupil's own, or
that new linguistic elements presented to them through the technology
have been assimilated in a way that is appropriate.
- When
and if you ask pupils to produce written work - as in the case
of coursework for instance - 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.
- The
key measure of success is of course in the pupil's understanding
and use of the structure and vocabulary in the key objectives
of the case study.
- 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 of 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.
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
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