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.

  1. You need to be confident that the information received and used by pupils has been arrived at from ideas that they have generated and that, although you may have guided them physically trough the hyperlinks, they have some understanding of the choices they were able to make on the World Wide Web.
  2. 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.
  3. You need to be happy that both you and the pupils appreciate the differences between presentation and content, and that the pupil is using the technology to increase their independence in carrying out the task than before they used the technology.
  4. The key measure of success is of course in the pupil's understanding of the literacy and communication related elements in the key objectives of the case study. There is a danger that providing multiple sensory stimuli to the pupil to get him or her to produce an account of an activity for others to follow will act as a non-literary form of short-circuit to understanding. Here the crucial point is to establish that understanding has come through using more appropriate means of producing text documents.
  5. 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.
  6. 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. Observing a pupil make intelligent decisions about the relevant symbols/graphics to represent an item or activity in their written document is an obvious example of this.

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