d.
Assessing Learning
As
pupils worked, the teacher needed to assess their learning at
a number of points:
- Ability
to identify a function in terms of the number operations involved.
- Ability
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.
Only
at stage 2 was their IT capability assessed directly; all the
other points assessed mathematics. He collected their worksheets
after each lesson and marked them carefully to give feedback about
errors. For stages 1 and 2, the results should have been self-checking,
but some pupils had made mistakes in recording their formulas.
He noted this point and asked to pupils to explain next lesson
the importance of exact precision in writing formulas. They had
no difficulty understanding the need to enter formulas exactly
into the computer, and he emphasised that the same care was needed
in writing them for people as well.
Questions
for Consideration
- How
was formative assessment carried out, other than by marking
worksheets?
- How
would feedback on progress have been given on these occasions?
- What
was the purpose of marking the worksheets:
-
from the pupils' perspective?
- from
the teachers' perspective?
For
stages 3 and 4, there was more scope for error, as they could
not easily use the computer to check their results. The teacher
noted systematic errors made by particular pupils, and gave feedback
on these to the whole class if they were common errors and to
individuals if not. Most of the errors were just in setting out
the formula correctly, and they needed quite a lot of practice
in changing the notation between spreadsheet and algebra notation.
To supplement the worksheets and check whether they could apply
their new skills without the support of the teacher and their
friends, he also gave them a written test. The results of this
indicated that they could remember how to construct spreadsheet
formulas, even though they were not using the computers, but they
were confused about the syntax of algebraic formulas. Also, they
did not apply the strategy for constructing formulas to the table
they generated from the triangle pattern.
Questions
for Consideration
- What
were the benefits for the teacher of giving a test?
- What
might be the benefits for pupils?
 Part
3: Evaluating the Use of ICT in Teaching and Learning
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