A Practical Guide to Teaching ICT in the Secondary School by Stev Kennewell

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Additional info for A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides)

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The tools for measuring the outcomes of learning need to be shared with the learners, in a form that they can understand. 1 which some schools in England use with the Secondary National Strategy materials). 1 An example of a simple ‘I have’ sheet 26 EFFECTIVE ASSESSMENT This sharing of information about assessment highlights the need for an introduction to lessons and for time at the end of a lesson to review the key expected learning (see Chapter 2). With work based on existing schemes it will often still be necessary to go back, and identify and clarify the ideas that are to be covered in a unit and to re-map these on to teaching sessions.

2 (Teacher, Environment and Other) as separate headings, make a list of factors that have affected learning for some of the teaching you have undertaken or observed. Teacher ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Environment ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Other ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Some possible answers are provided at the end of this chapter.

Take place on an ongoing basis, with diagnostic assessment occurring at regular intervals to inform progress and identify needs. Examples of simple peer- and self-assessment tools are given in Appendix B. By involving pupils in their assessment the whole process becomes more meaningful to them and definitely more manageable for you. The nature of assessment changes from something you do ‘to’ the pupils to something you do ‘with’ them. It is important not to fall into the trap of thinking that every child has to be assessed in every single lesson.

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