Every primary school has the daunting task of embedding ICT and E- Learning into their curriculum. This practical manual is the first part of a 2-volume set that together makes up a detailed 2-year training programme for primary ICT and E-learning co-ordinators. The books combine key strategies and information with a weblog discussion from a group of 'virtual' co-ordinators who share their problems, fears and successes over the two-year programme, based on the author's wide experience of working with new co-ordinators and experienced staff on training programmes and in general support. Book 1 is designed specifically for co-ordinators new to the role who need starting points and broad support. It presents a structured training programme split over three terms, guiding co-ordinators through the key stages of developing and implementing ICT policy and practice, including: o auditing existing school systems o reviewing and revising the school policy for ICT o reviewing the ways in which ICT is used as a teaching and learning tool across the curriculum o examining methods for the management of technical support services o establishing a clear overview of standards in ICT, including a review of assessment procedures, moderating work, monitoring teaching and learning and creating E Portfolios. The books have a companion website, which will offer downloadable versions of the photocopiable sheets from the book, as well as links to other sources of help and advice.
Chapter 10: June
Week 37, Task 28 – Assessing ICT using Summative Assessment Tasks
Summative assessment has become somewhat unfashionable in primary settings in recent years, largely in the wake of the ‘assessment for learning’ revolution. Championed by the national strategies and numerous celebrated authors it is the formative ‘ongoing’ review of individual learning that rules the day in terms of assessment. Teachers have had a prodigious raft of training that quite rightly directs their attention towards the need to engage children with their learning objectives and to develop effective strategies for ongoing formative assessment. We shall look at the manner in which such techniques can impact upon the successful teaching of ICT next month, however, for now I should like to champion the cause of ...