Location of Repository

An Investigation Into The Process Of Teacher Assessment Of ICT Capability In A Sample Of Schools In The North West Of England

By Martyn Lawson

Abstract

This small-scale study into the summative assessment practices in ICT of schools in the North West of England identifies a lack of consistency in teacher assessment at the end of KS3. \ud \ud \ud Central to the research is a consideration of what is meant by ICT capability. This phrase is important in this research because it is the term used in Government policy documents to indicate what schools are to assess in ICT at the end of KS3. Hence, if ICT assessment is to be consistent, there should be a shared understanding of this term. The research explores the lack of common understanding of the term in literature and then goes on to illustrate how this lack of understanding is mirrored in schools. This results in inconsistency of practice in assessing ICT in schools. This inconsistency of practice is explored through in-depth interviews with a number of Heads of Department from a range of Secondary Schools in the North West of England. \ud \ud \ud Alongside the main consideration of assessment of ICT, the research also explores recent trends in assessment practices in English schools. The problematic nature of summative assessment is discussed as indicated by the attempts in the English National Curriculum to link assessment to observable and measurable criteria and how this leads to more and more trivialisation of what is being assessed. Assessment ‘backwash’ is considered where the outcomes of summative assessment are used in ways for which they were not originally intended; for example where summative assessment results such as those generated at the end of KS3 are used to measure the overall ‘quality’ of a school in comparison with other schools. Brief consideration is given to the recent focus on formative assessment techniques, as typified by the 2008 UK Government publication of an Assessment for Learning Strategy, although only in order to illustrate emerging assessment practices in schools. \ud \ud \ud A range of implications for schools and their assessment practices (particularly in relation to ICT) are identified

Topics: L1, LB1603
OAI identifier: oai:eprints.hud.ac.uk:9670

Suggested articles

Preview

Citations

  1. A Review of GCE and GCSE Coursework Arrangements.
  2. (2007). A Student’s Guide to Methodology.
  3. (2002). A Systematic Review of the Impact of Summative Assessment and Tests on Students' Motivation for Learning. EPPI-Centre Review, version 1.1. In:
  4. (1990). Acts of Meaning. Cambridge Massachusetts. doi
  5. (2001). An Overview of Content Analysis.
  6. (2007). Assessing ICT. http://terry-freedman.org.uk/artman/publish/index.phpg last accessed 6th
  7. (1977). Assessing Students: How Shall We Know Them? London. Harper and Row. doi
  8. (1997). Assessing Students’ Ability to Use Computers: Theoretical Considerations for Practical Research. doi
  9. (2005). Assessment – Summative and Formative – Some Theoretical Reflections. doi
  10. (2006). Assessment for Learning: An Endangered Species? Educational Leadership.
  11. (2010). Available at last accessed 6th
  12. (2002). Available at: http://acitt.digitalbrain.com/acitt/web/resources/pubs/Journal%2003/index.htm last accessed 6th April ACITT.
  13. (2010). Available at: http://pareonline.net/getvn.asp?v=7&n=17 last accessed 23rd
  14. (2003). Beyond Measure: Why Educational Assessment is Failing the Test.
  15. (2006). Beyond Method: Assessment and Learning Practices and Values. doi
  16. (2003). Designing Assessments of Learning with Technology. doi
  17. (1982). Designing Evaluations of Educational and Social Programs. doi
  18. (2000). Developing the ICT Capable School. doi
  19. (2008). Doing Classroom Research: A Step By Step Guide for Student Teachers.
  20. (2004). Doing Educational Research. doi
  21. (1999). Doing Your Research Project: A Guide for First-time Researchers doi
  22. (1983). Ethnography: Principles in Practice. doi
  23. (1992). Ethnography: What it is and What it Offers. In:
  24. (1989). Formative Assessment and the Design of Instructional Systems. doi
  25. (2007). Framework for Guidance for Secondary ICT. Available at: www.nationalstrategies.standards.dcsf.gov.uk/node/16106?uc=force_uj last accessed 8th
  26. Framework for teaching ICT capability: doi
  27. (2003). Good Assessment Practice
  28. (2008). Gut Feelings: Short Cuts to Better Decision Making. doi
  29. (2004). How People Learn to Use Computers.
  30. (2000). ICT Assessment. Available at: www.portal.northerngrid.org last accessed 30th
  31. (2007). ICT Key Stage 3 Curriculum. Available at: http://curriculum.qcda.gov.uk/key-stages-3-and4/subjects/key-stage-3/ict/index.aspx last accessed 23rd
  32. (1998). Information Literacy: Innuendo or Insight? Educational and Information Technologies, doi
  33. (1998). Information Technology. A Scheme of Work for
  34. (2000). Information, Knowledge and Learning: Some Issues Facing Epistemology and Education in a Digital Age. doi
  35. (2007). Interviews in Education Research. Available at: http://www.edu.plymouth.ac.uk/resined/interviews/inthome.htm last accessed 23rd
  36. (1989). Managing the Software Process. doi
  37. (2004). Maturity Modelling – Year 2: Institutional Self Assessments,
  38. (1964). Method and Measurement in Sociology. doi
  39. (1990). New Approaches to Cognitive and Conative Assessment in Education.
  40. (2003). Of Course It’s True: I Saw It On the Internet. Critical Thinking in the Internet Era. doi
  41. (2002). Pedagogical Reasoning: Issues and Solutions for the Teaching and Learning
  42. (2008). Public Trust in High-Stakes Assessment and its Measurement.
  43. (2003). Qualitative Research Practice.
  44. (2004). Qualitative Research: Theory, Method and Practice.
  45. (1992). Questionnaire Design, Interviewing and Attitude Measurement. doi
  46. (2008). Reconceptualising Assessment for Learning and its Implications for Education Policy. Research position paper presented to the British Educational Research Association (BERA) conference
  47. (2004). Reflections on Fifteen Years of National Assessment: Lessons, Successes and Mistakes.
  48. (2003). Research Design: Qualitative, Quantitative and Mixed-Methods Approaches. doi
  49. (1979). Sociological Paradigms and Organizational Analysis. doi
  50. (2005). Splitting Clips and Telling Tales: Students’ Interactions With Digital Video. Education and Information Technologies, doi
  51. (2000). Sustainable Assessment: Rethinking Assessment for the Learning Society. Studies in Continuing Education, doi
  52. (2009). Talk-write: A Behavioural Pedagogy for Composition. doi
  53. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. doi
  54. (2004). Teachers’ Conceptions of Assessment: Implications for Policy and Professional Development. doi
  55. (2000). Teaching the Key Stage 3 Scheme of Work. doi
  56. (2003). Testing and Motivation for Learning. doi
  57. (1992). The Action Research Planner (3rd Ed). Geelong Victoria. doi
  58. (2006). The Aims of School Education. Paper presented at Curriculum, Assessment and Pedagogy:
  59. (2002). The Annual Report of Her Majesty’s Chief Inspector of Schools 2000/2001. doi
  60. (2008). The Assessment for Learning Strategy.
  61. (1990). The Assessment of IT capability. doi
  62. (2004). The Formative Use of Summative Assessment. Chapter Two in Training Materials for Foundation Subjects. London. DfES Publications DfES,
  63. (1995). The Guided Construction of Knowledge: Talk Amongst Teachers and Learners.
  64. (2005). The Implications of the Pedagogic Metaphor for Teacher Education in Computing. doi
  65. (1967). The Methodology of Evaluation. In: doi
  66. (1999). The National Curriculum for England: Information and Communications Technology.
  67. (1998). The National Curriculum. doi
  68. (2010). The National Strategies: A Review of Impact.
  69. (2004). The Peculiarities of Teaching Information and Communication Technology as a Subject: A Study of Trainee and New Teachers in Secondary Schools. doi
  70. (2000). The Process/outcome Approach to Becoming a Capable Organisation. Australian Capability Network Conference
  71. (1992). The Psychology of Educational Assessment and the Hong Kong Scene. Bulleting of the Hong Kong Psychological Society,
  72. (1967). The Social Construction of Reality. London. doi
  73. (2001). The Validity of National Curriculum Assessment. doi
  74. (2003). Understanding Standards: What is ICT Capability? Presentation at BETT North
  75. (1999). Unskilled and Unaware of it: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments. doi
  76. (1993). Validity. In: Linn, doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.