A group of Somerset teachers worked together to identify a child-led, manageable assessment process that encourages progression and is sustainable in an ever-changing world. It will support children to become confident digital citizens, digital creators and digital communicators.
Be accessible and understandable to children, to allow them to self and peer assess
Be manageable and sustainable
Be meaningful for teachers
Fit with assessment model use for other curriculum areas
Provide clear guidance for progression
Identify gaps and inform next steps in learning
Be adaptable for any school regardless of technologies available
‘I can’ statements are shared with children to enable self / peer assessment and supported by KS1 What to do and KS2 RAG design
Assessment ‘I can’ recording sheet is highlighted to show the attainment of pupils in a year group. The names of those achieving above (at mastery level) or below age related expectations are recorded underneath each thread
Key questions are used to support teacher assessment
Teachers maintain the ongoing record (likely to be recorded termly) of the attainment of pupils for each thread
For pupils working below expectation, teachers refer to the relevant year groups to ensure children are appropriately challenged
Open-ended challenges can be used to develop computational thinking for Children who are assessed as working at age expectations
The planning for the following term / year is informed by these assessments
Annotated examples of learning processes and outcomes can be saved in an electronic portfolio to evidence age expected achievements
With thanks to Denise Flagg (Ilchester Primary), Emily-Jane Bailey-Jones (St Margaret’s Primary), Janet Ross (Hamp Academy), Katie Williams (Puriton Primary), Matt Mustafic (Beech Grove Primary), Rikki Stock (Vallis First School)
Self and formative assessment
KS1 Self assessment model
KS2 Self assessment model (based on the work of Jane Waite, CAS)
Open-ended challenges allow learners to develop computational thinking. They provide a way for learners working at mastery level to develop their knowledge and skills independently. At the same time they can be used with others in the class to allow them to be part of developing the process, skills and understanding to achieve a particular outcome.
2017 Assessment Grids Year 1 - Year 6 including Active online safety outcomes (Subscriber only)
2017 Assessement Grids Year 1 - Year 6 including Active online safety outcomes (Subscriber only)
KS1 End of Year Statements Grid to support mixed age classes (Subscriber only)
KS2 End of Year Statements Grid to support mixed age classes (Subscriber only)
Assessment exemplifications to support the Computing curriculum have been produced by a group of Somerset teachers, funded by Wessex Teaching School.
They are designed to help teachers identify the age-related expectations for learners in Computing.
The exemplifications use the End of Year statements from the Assessment Grids and an example of a teaching activity. The learner's age-related achievement is indicated, along with statements that indicate the learner is developing mastery in this thread.
Year 1 Handling Data Multimedia Programming Technology in our Lives
Year 2 Handling Data Multimedia Programming Technology in our Lives
Year 3 Handling Data Multimedia Programming Technology in our Lives
Year 4 Handling Data Multimedia Programming Technology in our Lives
Year 5 Handling Data Multimedia Programming Technology in our Lives
Year 6 Handling Data Multimedia Programming Technology in our Lives
(All documents open in PDF format)
With thanks to Chloe Cahill (Abbas & Templecombe Primary), Emily-Jane Bailey-Jones (St Margaret’s Primary), Janet Ross (Hamp Academy), Kate Bryant (Knights Templar First School), Lois Bowery (Greenfylde Primary) Matt Mustafic (Beech Grove Primary)
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