Computing assessment primary learning program

Computing assessment primary learning program

Assessment presents particular challenges for computing and many schools have not yet addressed how to accurately assess pupil progress and provide evidence of it. Having taught Computing in primary schools since and developed a comprehensive computing assessment toolkit for iComputeI have found that the time required to cover the programmes of study for Key Stage 1 and Key Stage 2 is one hour of computing each week for Yearscoupled with cross-curricular work to practise and consolidate skills in other subjects.

Assessment can be particularly daunting for teachers of computing as traditional methods of marking and feedback are a challenge given its digital nature. A range of assessment strategies are therefore necessary, with discussion and questioning being key. To support evidence of progression, I use a variety of methods and tools.

I maintain an e-Portfolio for each of my pupils on the school network where they store digital work using version numbering and dating, this allows me and anyone else to track the progress they have made more easily.

Self and peer assessment is hugely beneficial to pupils providing an opportunity to reflect on work, learn from mistakes and evaluate for improvement. Record audio or video screencasts for self-assessment in computing. Research indicates that by making learning visual and documenting thinking through screencasting pupils more naturally engage in self-assessment. Even when recordings are made without any intended audience and in the absence of any prompting, pupils automatically listen back to themselves, reflect, assess and adjust.

This promising tool could be used to further develop IT and digital literacy skills whilst also engaging pupils in the assessment process by editing screencasts for an intended audience with audio and creating visual effects such as captioning. They could then be uploaded to individual or class blogs, using categories and tags mapped to the appropriate strand of the National Curriculum for Computing, as evidence of learning or saved as a video file for storage on file servers either at school or in the Cloud.

Open Broadcaster Software OBS is the best free screencasting software currently available and our support materials provide step-by-step guidance on how to use it. Diagnostic testing has its place but nothing is better than providing your pupils with open-ended opportunities to showcase what they have learned.

Part of the computing assessment tests and tasks I have produced for iCompute involves designing fun, creative, tasks for the whole class to use and apply the knowledge skills and understanding they have gained for each part of the computing curriculum.

computing assessment primary learning program

These are then assessed against a comprehensive mark scheme. I then combine the results of my teacher observations, scores from diagnostic tests and assessment projects to feed in to pupil progress trackers. These results then assign a colourway for each pupil which tells me precisely where each pupil is allowing me to plan next steps. Whilst evidence of progression and attainment can be more of a challenge for computing than for some other subjects, addressing how it can be achieved presents an excellent opportunity to rethink how we assess our pupils.

Pingback: Planning Computing - iCompute. How to Assess Primary Computing Assessment can be particularly daunting for teachers of computing as traditional methods of marking and feedback are a challenge given its digital nature. Evidence I maintain an e-Portfolio for each of my pupils on the school network where they store digital work using version numbering and dating, this allows me and anyone else to track the progress they have made more easily.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.

Fit with assessment model use for other curriculum areas. Be adaptable for any school regardless of technologies available. The names of those achieving above at mastery level or below age related expectations are recorded underneath each thread. 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. Annotated examples of learning processes and outcomes can be saved in an electronic portfolio to evidence age expected achievements.

Primary Computing Assessment

Self and formative assessment. KS1 Self assessment model. 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.

Assessment of primary computing

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.

You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. It looks like your browser does not have JavaScript enabled. Please turn on JavaScript and try again. Assessing Computing in a Primary School. Assessment Grids End of Year Statements. Handling Data. Assessment in Computing should: 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.Assessment is any method used to appraise the knowledge, skills or understanding that a student possesses.

Unfortunately, assessment of ICT, the predecessor to computing, has not been effective at achieving this end for most schools. One of the main criticisms made by Ofsted about ICT in England for example, has been in the area of assessment. In my view, there are three systemic challenges to the assessment of computing:. The shake up provided by the new computing curriculum offers an opportunity to put this right. In the process of adapting to this new curriculum, I have been developing an integrated assessment, digital portfolio and digital badge model using Google Apps for Education to help address these systemic challenges.

The expert panel, commissioned to review the national curriculum stated that all assessment should be linked directly to the content of the programmes of study. This means that the computing programme of study should be broken down into a series of statements in which to inform the learning objectives of lessons.

The text below, which is derived directly from the national curriculum programme of study for computing, shows these statements. This is a framework for assessing attainment in computing based on the work by senior computing lecturers, Miles Berry and Pete Kemp at the University of Roehampton.

The next step is to ensure that a system of digital portfolios is in place. Digital portfolios are particularly useful because they can serve as an administrative tool to manage and organise work created with different applications, which can then be shared on the web for the whole community to see.

As Woodward points out, the value of portfolios is thoroughly researched and their use in education is well documented. By demonstrating the development of knowledge, skills and understanding over time, digital portfolios make valuable assessment and learning tools. Project work lends itself particularly well to this process of building up a digital portfolio.

A link to a game created in Scratch for example, with some commentary and reflection about the process of making the game, would provide evidence of a number of attainment targets. Over the course of the key stage, a diverse portfolio of evidence of student learning should emerge, which meets all the curriculum requirements.

At any time, it also provides teachers with a snapshot of which attainment targets a student has met, and which still require more evidence. In order to motivate students and at the same time provide assessment for learning opportunities, digital badges should be linked to the system of digital portfolios. A digital badge embedded into the digital portfolio is just a mini-credential, providing students with a validated indicator of accomplishment in a particular area.

Students earn digital badges according to the areas of learning they demonstrate across the statutory attainment targets of the computing curriculum. Below are the badge designs and descriptions, which I have adapted from the ones provided by makewav. Different digital badges are awarded across the three themes of the computing curriculum: computer science, digital literacy and information technology. Within each of the themes I have ordered the badges according to the level of achievement they represent.

I have created this integrated assessment model in order to automatically issue digital badges to students upon having had their attainment graded by the teacher. It means that students do not need another set of login information to access their digital badges and portfolios, and schools do not need to pay for premium services.

As the video explains underneath, this template is linked to a student badge assesment template, which is shared with students via Google Classroom for them to embed into their digital portfolios. In this way, students automatically receive an email with the badge codes that they have been assigned. They then enter these badge codes onto their student badge templates, which automatically populate digital badge images onto their digital portfolios.

As well as addressing the systemic challenges of assessment, my intention with this has been to make the process of assessment easier for teachers to do and more effective in its outcomes for teaching and learning. It gives parents a much more meaningful picture of what a child has learnt, and what they still need to study.

Finally, it allows school leadership and the inspectorate to more accurately track year on year progress of students. First and foremost, assessment should be directly linked to the content of the curriculum. The statements that make up the assessment framework can then feed into digital badge information, which is best shared with students. Students should then keep up a digital portfolio of evidence to showcase and reflect on their learning.Current COVID restrictions: if you've booked a face-to-face course which was scheduled to take place during the latest restriction period, please see here for more information.

All remote and online courses are unaffected and running as planned. Book this course. Create an account. Create some simple block-based computer programs and discover how to implement them in the text based language Python.

Build your knowledge and understanding of computer networks as a computer science teacher.

Assessment of primary computing CP Remote course. Develop your confidence and knowledge in assessing computing across the primary age range. Remote course hours. Accurate assessment informs adapted teaching, supporting the learning journey through the whole computing curriculum. Through a range of in-lesson and summative assessment approaches you will confidently evaluate learning in computing, in ways that complement teaching across all subjects.

‘I can’ Statements for the Primary Computing Curriculum

Schools follow a diverse set of assessment policies and practices — this CPD recognises the different school contexts and guides participants to apply techniques and tools that work with, not against, the wider school ethos. Build a toolkit of assessment-for-learning approaches and give better feedback, while reducing workload.

How will you learn? Book this course You need to be logged in to start the course. An introduction to algorithms, programming and data in GCSE computer science - face to face Create some simple block-based computer programs and discover how to implement them in the text based language Python. An Introduction to algorithms, programming and data in GCSE computer science - remote Create some simple block-based computer programs and discover how to implement them in the text based language Python.

An Introduction to Computer Networking for Teachers Build your knowledge and understanding of computer networks as a computer science teacher. Browse more courses.What do they do? Sign in Register Search. Quality Assured. Overall rating 4. Show health and safety information Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today.

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Primary computing: end of year expectations reception Preview Download. Primary computing: end of year expectations year one Primary computing: end of year expectations year two Primary computing: end of year expectations year three Primary computing: end of year expectations year four 66 KB.

Primary computing: end of year expectations year five Primary computing: end of year expectations year six 66 KB. Copyright - category 3. Show downloads Close. Download all files as a. Subject s Computing Tags n. Add to favorites list. Email Twitter Facebook. Get in touch. Call us at: Email us.The default is false. When randomized, the model considers only a subset of the possible fields when choosing a split.

The size of the subset will be the square root of the total number of input fields. So if there are 100 input fields, each split will only consider 10 fields randomly chosen from the 100.

Every split will choose a new subset of fields. Although randomize could be used for other purposes, it's intended for growing random decision forests. To grow tree models for a random forest, set randomize to true and select a sample from the dataset. Traditionally this is a 1. Once a model has been successfully created it will have the following properties. This will be 201 upon successful creation of the model and 200 afterwards.

Make sure that you check the code that comes with the status attribute to make sure that the model creation has been completed without errors. This is the date and time in which the model was created with microsecond precision. It has an entry per each field type (categorical, datetime, numeric, and text), an entry for preferred fields, and an entry for the total number of fields. It includes a very intuitive description of the tree-like structure that makes the model up and the field's dictionary describing the fields and their summaries.

In a future version, you will be able to share models with other co-workers or, if desired, make them publicly available. This is the date and time in which the model was updated with microsecond precision. A Model Object has the following properties: Creating a model is a process that can take just a few seconds or a few days depending on the size of the dataset used as input and on the workload of BigML's systems.

The model goes through a number of states until its fully completed. Through the status field in the model you can determine when the model has been fully processed and ready to be used to create predictions. Support is a number from 0 to 1 that specifies the minimum fraction of the total number of instances that a given branch must cover to be retained in the resulting tree.

computing assessment primary learning program

If you repeat the support parameter in the query string, the last one is used. Non-parseable support values are ignored. Value is a concrete value or interval of values (for regression trees) that a leaf must predict to be kept in the returning tree. Intervals can be closed or open in either end. Confidence is a concrete value or interval of values that a leaf must have to be kept in the returning tree.

The specification of intervals follows the same conventions as those of value. Since confidences are a continuous value, the most common case will be asking for a range, but the service will accept also individual values.

It's also possible to specify both a value and a confidence. Finally, note that it is also possible to specify support, value, and confidence parameters in the same query. Filtering and Paginating Fields from a Model A model might be composed of hundreds or even thousands of fields. Thus when retrieving a model, it's possible to specify that only a subset of fields be retrieved, by using any combination of the following parameters in the query string (unrecognized parameters are ignored): Fields Filter Parameters Parameter TypeDescription fields optional Comma-separated list A comma-separated list of field IDs to retrieve.

To update a model, you need to PUT an object containing the fields that you want to update to the model' s base URL. Once you delete a model, it is permanently deleted. If you try to delete a model a second time, or a model that does not exist, you will receive a "404 not found" response.Cloud9 is the iBUYPOWER Masters winner.

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Talk about two managers feeling the pressure. Norwich looked like they were on the up when they beat Ipswich at the end of the October to move into the top six, but it's been a nightmare since then as they've slumped right back down the table. Sheffield Wednesday, meanwhile, are on a decent unbeaten stretch but they've drawn their last four games and they need to start winning those games to get up the table.

Having said that, I think this will be another draw for them. That will please Neil Warnock though as he'll be more than happy to keep going about his business under the radar. Reading have won their last two going into this game on Monday night and look to finally be hitting some form under Jaap Stam.

This is a very tough game for them, though, and I'm backing Cardiff here. Millwall got a great result against Sheffield United to end their winless run, but their away form has been poor this season. Bit of a home banker for me. He's been appointed very quickly following the dismissal of Leonid Slutsky and it will be interesting to see how he gets on.

computing assessment primary learning program

Brentford reacted brilliantly to beat Fulham last week after that collapse at QPR the week before. It shows the mental strength of Dean Smith's side as they continue to climb the table. I reckon the spoils will be shared at the KCOM. A poor run of results has seen them drop off the play-off pace and they've suffered bad defeats lately to key rivals Leeds, Derby and Bristol City.

Ipswich are above them in the table and you almost feel like Boro can't afford anything but three points here. But I think Mick McCarthy's side will be good for a point. They've only picked up a point from their last five games and they could get dragged right into the relegation battle if they don't improve soon. Leeds, meanwhile, would have been disappointed not to hold on and beat Aston Villa last week, but they look to have really turned a corner now and I imagine they'll be back up in or really challenging for a top-six spot soon.

The home game against Reading was a great opportunity to build some momentum and end their disastrous run at the Stadium of Light, but it all went wrong for them again and now they've got their toughest trip of the season.


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