Key Stage 3 National Strategy Standards and assessment: session 3.

Key Stage 3National Strategy

Standards and assessment: session 3

Objectives for session 3

To develop greater consistency in teacher expectations and their assessment of ICT

To establish a common understanding of what is required to demonstrate achievement at levels 4, 5 and 6

To establish common language and understanding about pupil attainment and National Curriculum levels

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.3

Level descriptions

These provide the basis for making judgements about pupils’ performance at the end of Key Stages 1, 2 and 3

They describe the type and range of performance that pupils working at each level characteristically demonstrate

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.4

ICT standards in Key Stage 3

The majority of pupils in Key Stage 3 is expected to work at levels 3 to 7 and attain level 5 or 6 at the end of the key stage.

2000 62% of pupils gained level 5 or above

2001 65% of pupils gained level 5 or above

2002 66% of pupils gained level 5 or above

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.5

ICT targets for Key Stage 3

2004 75% of pupils to attain level 5 or above

2007 85% of pupils to attain level 5 or above

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.6

Key features of progression

Level 1 – Explore options and make choices, developing familiarity

Level 2 – Purposeful use toward specific outcomes

Level 3 – Develop ideas and solve problems

Level 4 – Combine and refine information from various sourcesand for an audience. Interpret and consider plausibility

Level 5 – Combine the use of ICT tools showing consideration of overall structure. Critically evaluate fitness for purpose

Level 6 – Integration and efficiency

Level 7 – Scope, design and implement ICT systems

Level 8 – Independence and designing for others

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.7

Making an assessment

Key questions to consider when making a judgement

How did the pupil find the information?

How did the pupil organise, use or develop the information?

How did the pupil share and present the information?

During the process, how did the pupil refine or amend work?

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.8

Teaching objectives for lesson 6 of teaching unit 7.3

Fitness for purpose

Recognise common forms and conventions

Address audience needs

Plan and design the presentation

Use ICT to draft and refine a presentation

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.9

Other assessment evidence

Homework clearly directed to ask about the process of creating the leaflet

Homework directed to ask about evaluation against criteria

Pupils involved in peer assessment against a checklist which they annotate

Process diaries, learning logs

Teacher observation

Annotation of their leaflet to show why they made choices

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.10

Making an initial judgement at the end of the unit

Refer to:

Handout 3.1, ICT progression chart, and/or handout 3.9, Level descriptions from the National Curriculum

Handout 3.6, Assessment prompt sheet completed (2)

Handout 3.7, What happened in the classroom?

Handout 3.8, Pupil work from teaching unit 7.3

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.11

Teacher judgement

The teacher judged this pupil to be working atlevel 4

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.12

Level 4

The work does demonstrate combining and refining information from various sources.

The information demonstrates an awareness of the audience.

To work within aspects of level 5, the pupil would need to be provided with opportunities to:

• make their own choices of overall structure;

• refine the information for specific audiences.

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.13

Making a judgement at the end of the key stage

Take into account strengths and weaknesses in performance across a range of contexts and over a period of time.

• A single piece of work will not cover all the expectations set out in a level description.

• Taking into account other pieces of work covering a range of contexts, teachers can makea judgement about which level best fits a pupil’s overall performance.

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.14

Reporting – statutory requirements

Teachers must produce a separate subject report and award an attainment level for each pupil at the end of Year 9.

Parents should receive notification of these results by the end of the summer term, along with national averages for the previous year.

The expected level of attainment for the majority of pupils at Key Stage 3 is level 5/6.

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.15

Pupil work assessment 2

Key words for:

My presentation – aspects of level 4different sources, found or created, amended, refined, reflect his intended audience

Disco model – aspects of level 5adapted, developed, tested, changes to add different variables, impact of the changing variables, predict the effect of changes

Public information system – aspects of level 6requirement of user, automatic, integrates, efficiency, system, developed

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.16

Next steps

Use the assessment completed in the previous activity.

Write a brief curriculum target for the pupil.

What teaching opportunities will the teacher need to provide?

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.17

Objectives for session 3

To develop greater consistency in teacher expectations and their assessment of ICT

To establish a common understanding of what is required to demonstrate achievement at levels 4, 5 and 6

To establish common language and understanding about pupil attainment and NC levels

Key Stage 3 National Strategy© Crown copyright 2003

Slide 3.18

Objectives for the unit

To develop greater consistency in teacher assessment of ICT

To establish a common understanding of what is required to demonstrate achievement levels 4, 5 and 6

To establish common language and understanding about pupil attainment and National Curriculum levels