Fresh* approaches �to assessment
23 January 2016 | BETT | #bett2016
Miles Berry | @mberry
These slides: bit.ly/bettfa2a
Outline
A little background
BA Primary
Y1 specialists - creativity and computing
Y2 specialists - supporting learning communities
Y3 specialists - leading learning in computing
Y3 generalists - computing and the foundation subjects
PGCE
Wider curriculum elective - computing
A little background
Schema
“Experience of objects plays, naturally, a very important role in the establishment of dynamic structures”
ZPD
What the child is able to do in collaboration today he will be able to do independently tomorrow.
Vygotsky, 1978
.
Constructionism
Constructionism shares constructivism's connotation of learning as "building knowledge structures"... It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity
Communities of practice
Wenger, 1998
TPACK
Computing
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.
Teachers’ standards
Y1 specialists
Creativity and computing
Assessment
Planning and storyboard | 10% | Joint |
Game | 30% | Joint |
Testing and development | 10% | Joint |
Pupil workbook | 10% | Joint |
Weekly blog | 20% | Individual |
Video essay | 20% | Individual |
Part 1 - multimedia game (60%)
This part of the assessment is designed to encourage you to explore ways in which multimedia games can support pupils’ learning within the curriculum, as well as providing an opportunity to create a range of images and sound effects and to explore the functionality of the programming environment. You complete this work with a partner.
Design and develop a multimedia computer game, incorporating a number of puzzles or problems, which links to characters, setting and/or plot for a children’s story.
Example of books that could provide a setting for your game:
Assessing computational thinking
Concepts
Practices
Perspectives
Portfolio analysis
Artefact based interviews
Design scenarios
“We felt that the progression from the first approach to the third approach was
productive – mainly by leading to more nuanced understandings of a Scratcher’s fluency with computational concepts and having access to richer data about a Scratcher’s computational practices”
a critical justification for the place of computer games in school, in the form of a video essay. (20%)
You should, drawing on your readings and your experience in this project and elsewhere, critically justify the use of multimedia games in school to support or extend learning. Create an edited video, of no more than 3 minutes duration, in which you give your views on this question
An excellent video essay should:
Video essay example
Y2:
Supporting learning communities
Assessment
An e-learning project | 50% | Group |
A reflective blog | 30% | Individual |
A presentation | 20% | Individual |
E-learning project
“You have been asked to provide an exemplar e-learning resource to support a sequence of lessons for a class at a selected primary school. Your resource should demonstrate a range of the functionality available online and good practice in its use.”
E-learning resource
Presentation
Blog
Y3: �Leading learning in computing
Assessment
Students design, conduct and write-up a small-scale research project, typically based in their BSE3 school. The substantive text should be 3,500 words in length.
They are expected to:
In exceptional circumstances, tutors may permit students to undertake another form of research project of equivalent rigour.
Formative feedback
Students each lead a short seminar on their research as a directed task, receiving formative feedback on this from the tutor and their peers.
Y3: �Computing and the foundation subjects
Assessment
One post from Year 1 500 words | 20% | Individual |
One post from Year 2 500 words | 20% | Individual |
One post from Year 3 500 words | 20% | Individual |
Video essay (four minutes) | 40% | Individual |
Audience
The potential audience is one of the most important aspects of the Read/Write Web. The idea that the relevance of student work no longer ends at the classroom door can not only be a powerful motivator but can also create a significant shift in the way we think about the assignments and work we ask of our students in the first place
Negotiating the blogosphere
Active reading and involvement through comments and hyperlinks combines with regular posting to support the co-construction of meaning [in] a community of bloggers, either in the form of a cluster of related blogs or a group blog. From this point of view we see blogging as a way of supporting a community of practice or an affinity space… Blogs in and of themselves, do not necessarily promote social participation.
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CC by-nc Xerones
The importance of the teaching profession
According to the veteran teacher blogger Old Andrew, there are 1,237 active education blogs in the UK and many of them, I can testify, have directly influenced government policy. Education provides a case-study in the democratising power of new media, providing an entry point for new voices to challenge old orthodoxies.
Blog post criteria
An excellent blog post would
Blogfolio, University of Roehampton
Social network analysis
University of Roehampton, 2011
Video essay
You are required to create a critical, reflective video in response to one of the following eight questions, drawing on your reading and use of ICT or knowledge of computing gained throughout the programme.
Criteria
An excellent summative reflection is likely to:
PGCE:
Wider curriculum elective computing
Assessment
A critical evaluation of <aspect of pedagogy> in computing across <key stage or phase>
Eg: talk, creativity, collaboration, play, discovery, direct instruction, experiment, interactive teaching, differentiation, computational thinking, problem solving, informal learning and peer tutoring
Directed tasks
Scaffolding the group planning
Scaffolding the essay
Criteria
Questions?
@mberry
m.berry@roehampton.ac.uk
milesberry.net
These slides: bit.ly/bettfa2a