INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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When a learner arrives in their new school there is a need for an assessment of their abilities.

There are two reasons for this:

Analogue (formative) – the needs of the learner in easing the transition from one

school to another.

Digital (summative) – the needs of a school in allocating the learner with a value that

allows the tracking of progress and the setting of targets.

Ideally, the analogue assessment should lead to a digital assessment, but in many cases time

mitigates against any meaningful work being produced.

With secondary schools taking learners from different feeder schools there is usually little evidence

of attainment as far as computing is concerned. In many schools an ‘outside’ score (such as FFT) is

used to estimate the ability of the learner, but this is always a mechanical and non-subject specific

assessment.

Schools are also now responsible for deciding their own assessment model and whatever the

computing department produce it should mirror the one used in other subject areas.

Many schools are considering a test to calculate this digital level with its inherent moderation. There

is no harm in this but it needs to be used with care.

__________________________

So, how does the computing department provide assessment in a meaningful manner with its new

intake?

This document and its associated resources can be used as the basis for an assessment procedure

for Computing. It is not meant to favour one ‘flavour’ of the Computing curriculum giving equal

rating to the three areas in the Programme of Study. It provides guidance and should be changed to

suit the school.

Although this document uses the ideas of whole levels, which reflect the ‘old’ National Curriculum

schools should change this represent the way in which their school works e.g. sub levels, other

grading systems.

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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ASSESSMENT STEPS

Step One – Looking at the system

Find out what the school requires?

o What assessment format will be needed across departments?

o Calculate the time that you have

When will the first reporting session be for the intake?

o What form will this be?

o What information will be required?

Consider why you are assessing?

o Is it analogue or digital?

Collate the information you have been given about the learners?

o Do not be frightened of making a pre-judgement based on previous experience, you

need a baseline - be prepared to verify it.

Step 2 – Creating a scheme

What assessment scheme will you be using?1

Can you describe pen portraits of the student in each assessment band?2

Do you have ideas ‘old’ samples of work that can be used to judge the learners against?

Step 3 – Completing the assessment

Consider completing these assessments?

o Computer word (I can) statements3

o Completing a task based assessment4, 5

o Completing a test

Step 4 – Using the assessment

Compare the assessment with the information you already have. Are there anomalies?

Do you need further evidence? – remember ability in one area of the curriculum does not

necessarily mean mastery of other

How can you use the information to influence teaching? – Lesson planning, grouping of

learners etc

1 SCAM – Somerset Computing Assessment Matrix is here 2 See Pen Pictures in this document - 3 Computer word statements are here in this document

4 My Computing Life Powerpoint task 5 My Computing Life Marksheet

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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PEN PICTURES OF LEARNERS AT KEY STAGE 3 AND SCAM

By the time leaners have reached the age of 11 they will have been using technology for a long time.

In order to reach an assessment of their computing ability these pen portraits have been produced

to go alongside the Somerset Computing Assessment Matrix6. It is not expected that there will

always be a perfect fit with learners showing capability in several areas. A best fit model should

always be used.

Leve

l 3

These learners will be able to use technology but may show signs of struggling with logging on. Their file area will be unorganised and the names used on files will not be sensible. They will frequently lose work even if the work is saved for them. They will complete tasks following instructions but could encounter some difficulties.

Computer Studies

This learner will be recognise some of the commands in Scratch and will be able to follow simple instructions to complete a program. They will need help to be able to correct a simple program and make it work.

They will able to name some of the bits of software and hardware components that make up a home computer system.

They will be able to follow a simple algorithm.

Information Technology

They will know that applications do different things and will be able to name one or two.

When questioned they might be able to explain how computers can be used to simulate real life situation such as a simple budgetary spreadsheet.

Digital Literacy

They will know when things are ‘wrong’ and that they should report concerns.

They will be able to use a search engine.

6 SCAM – Somerset Computer Assessment Matrix

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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Leve

l 4

These learners will be able to use various pieces of technology equipment. Their file areas will have folders in them (although these might be disorganised) and names on the files will not be sensible. They will have to be shown how to transfer information and data from one device to another. They will be able to use a new piece of software following instructions but will show no ability to extend its use.

Computer Studies

This learner will be able to follow a program that uses unconditional loops.

They might have met a text based language such as Python.

They will be able to follow an algorithm and predict what will happen. They will know that there could be different algorithms for the same problem.

They will be able to say what a limited number of software and hardware components of a computer do.

They will have a basic knowledge of how computers are networked together.

They will have met binary.

Information Technology

They will know which piece of application software they need to complete a task.

When questioned they will know that computers are used to create simulations of the real world.

They might know how to transfer a product produced in one application and place it into another.

Digital Literacy

They will know how about poor behaviour on the net and how to report it.

They will know how to change an existing piece of work. They will be able to give an opinion as to how successful their work has been but it will be based on what they think – not others.

They will be able to work with others.

They will be able to identify keywords to put into a search engine.

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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Leve

l 5

These learners will have directory areas with folders and files that have sensible names. They will be able to use various pieces of technology equipment confidently. They are confident in their work and are beginning to be adventurous not necessarily following instructions when learning a new piece of software - showing the first signs of independent thinking.

Computer Studies

This learner will have met and used two different programming languages (Scratch and Python?). They will have typed in a program that uses conditional loops and be able to explain them.

They will be able to correct an algorithm. They will know some simple search and sort algorithms.

They will have met the conversion of numbers into binary and be able to complete simple sums.

They will have a basic understanding of file sizes and how these differ according to the way in which a file is saved.

They will be able to say what software and hardware components of a computer system that could be used in an office are and what tasks they complete.

Information Technology

They will be able to use several different applications without help.

They will be able to use a database to search data (not a search engine).

They will be able to change the values/formulas in a computer simulation/spreadsheet to change what happens.

When directed they will be able to talk about how computer are used to create models of the world. With direction they would be able to create some models (e.g. simple spreadsheet to model cash flows).

Digital Literacy

They will be able to explain the steps they take to protect themselves on the internet. They will know the idea of a digital footprint.

They will be able to take a presentation and change it so that it suits another audience.

They will change a piece of work they have produced after receiving some comments from others.

They will know that a search produces result according to how it ranks the pages and that some result on other pages might be useful.

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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Leve

l 6

These learners will have well organised directory areas and will start to consider how they back up the data. They use technology equipment confidently and will be able to transfer information and data from one device to another. They do not necessarily follow the instructions showing the first signs of independent thinking.

Computer Studies

This learner will be competent in copying and improving text based programs. They will be able to spot obvious mistakes and bugs in a program. They will understand the concept of nested loops and functions and be able to copy programs that use them.

They will be able to convert a simple algorithm into pseudo code.

They will have met the idea of logic gates and be able to create a truth table for a simple circuit.

They will have a simple understanding of how instructions are stored in the computer, showing an understanding of low level programming.

They will have an understanding of hardware and software and be able to specify the components to make a complete system.

Information Technology

They will be able to refine work in the light of users comments.

They will start to consider how the work will appear on different devices.

They will be able to look at raw data and produce an understandable report.

They will be able to create (from instructions) and change a spreadsheet model.

Digital Literacy

They will know how to use technology safely and be able to spot the places where problems can occur.

They will be able to complete long term projects that link several applications.

They will be able to search the internet taking a considered approach to the information that they get.

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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Leve

l 7

These learners are consummate users of technology. They will easily transfer files from one place to another maintaining a fidelity to the folders and file names that ensure they know which one is the current one. They show expertise in one area of technology. They are willing to learn about all areas of Computing but sometimes need to be given a starting point.

Computer Studies

They are competent programmers and use information gained from previous work to create new programmes. They know about a modular approach to programming.

They examine a problem and refine the work and produce algorithms that represent various parts of the solution –this can be in pseudo code.

They are able to consider how the solution will work across devices.

Information Technology

They are competent users of many applications and can integrate the products from each application seamlessly into one report.

They are competent creators and users of databases and spreadsheet models.

They connect together different applications allowing dynamic synchronisation.

Digital Literacy

They have a wide ranging knowledge of eSafety issues and know what their online profile looks like and the methods they can use to protect it.

They can work cooperatively with others responding to feedback.

They can design interfaces that allow for efficient data input.

Leve

l 8

These learners are the ‘geeks’ of the class. They might show excellence in one or more areas such as graphic design and publishing but show ability in all areas of Computing. They are adventurous user of technology frequently taking ideas further than others. They are the ‘goto’ learners in the class that other children use for help.

They can demonstrate expertise in areas of technology outside of the classroom.

They know everything!

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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This document is held here and should be amended to suit the school

INDUCTION ASSESSMENT OF COMPUTING AT KEY STAGE 3

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The Somerset Computing Assessment Matrix has been created as the first stage in devising an assessment model for Computing at Key Stage 3. Schools should consider the matrix against the schemes of work they use, devising marking criteria, ‘I can’ statements, progress guides and other assessment materials. The progress stages are given as a guide and should be adapted to fit the schools overall assessment model. This document on one side can be found - https://slp.somerset.org.uk/sites/edtech/Secondary%20Computing/Assessment/SCAM%201.3.pdf

Computer Studies the fundamental principles of information and computing, how

digital systems work and how to put this knowledge to use through programming

(Programming, Hardware, Software , Algorithms)

Information Technology creating systems and a range of content

(User, Applications, Systems, Models)

Digital Literacy the use and ability to express themselves and develop ideas

(Creativity, Knowing the possibilities, Communicating and collaboration, eSafety)

3 Recognise the different elements of existing programs and

describe what a program will do

Plan and create linear (non branching) programs using a visual language

Debug simple programs

Recognise different hardware and software components

Recognise an algorithm and know how they are implemented on digital devices

Recognise that different applications accomplish different tasks

Describe computer models and how they represent real world problems

Identify inappropriate content and conduct and know how to report concerns

Use ICT to complete a task

Use a search engine to select information

4 Understand what programming statements do and combine

these to find a solution

Use increased complexity in programming e.g. Repetition and operators

Use a text based program in simple way

’Think through’ an algorithm and predict an output

Compare different algorithms for the same problem and use logical reasoning to detect errors

Understand hardware and software components

Understand computer networks, including the internet; how they can provide multiple services such as the world wide web, and the opportunities they provide for communication and collaboration

Understands how binary data is stored and how numbers and images are represented

Compare applications and select the ones needed to solve a problem

Collect and present data

Understand how computer models and how they represent real world problems

Plan ways to use IT to bring together information from different places or in different formats

Recognise and explain inappropriate content and conduct and know how to report concerns

Understand how an existing artefact can be re-used and revised

Explain how successful their work has been

Work collaboratively on joint projects by giving feedback

Use key words in a search engine to select information in an efficient manner

5 Use two different programming languages to solve a variety of

problems

Use increase complexity in writing programs e.g. if..then and else, procedures and lists

Analyse different algorithms for the same problem and use logical reasoning to detect and correct errors and improve the algorithm

Use and combine applications to solve problems

Analyse data

Change and manipulate computer models and how they represent real world problems

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems

Understand how to be discerning in the safe use of technology including protecting online identity

Re-purpose an existing artefact

Take into account others comments and analyse usefulness

Use search technologies efficiently, appreciating how results are selected and ranked

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Understand two key algorithms that reflect computational thinking (e.g. ones for sorting and searching)

Understand how data is stored

Perform conversion and calculations using binary

Understand the relationship between resolution of images and file size

Identify internal and external components within computer systems and describe their purpose

and physical systems

6 Evaluate different programs identifying refinements and bugs

Use increased complexity in writing program e.g. nested loops, and Functions

Create effective algorithms using pseudo code

Understand the concept of logic gates and what they do

Understand the hardware and software components that go to make up a system

Understand how instructions are stored and how these are executed in a computer system

Evaluate and refine work specifically for a known user bearing in mind their needs and different devices

Evaluate data

Evaluate computer models and how they represent real world problems and make improvements

Evaluate situations that cause safety concerns and aspects of security

Critique the ways in which you could share work

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, including collecting and analysing data and meeting the needs of known users

Be discerning in evaluating digital content gained from searches

7 Independently create programs to solve problems that uses a

modular approach that may include the use of libraries

Create an algorithm that abstracts the important elements of a problem

Select the correct hardware and software to solve a problem across a range of devices selecting an effective method of communication between these devices or networks

Design a solution to a challenging problem that combines multiple applications and considers the use of different devices

Independently create and design computer models and how they represent real world problems

Use technology respectfully, responsibly and securely

Create ways of communicating their ideas and receiving and acting on feedback

Develop an appropriate user interface for an ICT based system which:

Enables efficient data input

Displays system outcomes that are fit for purpose and audience

8 Develop and apply their analytic problem-solving, design and

computational thinking skills Design and implement integrated systems for others to

use which:

Meet the needs of others

Take account ease of use

Collect, process and prepare information for processing efficiently

Automate dataflow through the system

Include an appropriate interface between the system and the user

Use appropriate ICT tools and techniques

Integrate evaluation into the development process to inform subsequent refinements

Consider the use of online technology to support learning while respecting their own online reputation

Develop their capability, creativity and knowledge in computer science, digital media and information technology

E Recognise similarities between more complex problems, and produce a general model that fits aspects of them all. Competently and confidently use a general purpose text based programming language to produce solutions for problems using code efficiently

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MY COMPUTER LIFE

These slides are taken from an assessment task that could be used. Pupils would load the file and then change it detailing their computing life. Levelled against the

Somerset Computing Assessment Matrix it would represent one way of assessing their ability.

The blank file for student use is here https://slp.somerset.org.uk/sites/edtech/Secondary%20Computing/Assessment/My%20Computer%20Life%20-

%20baseline%20assessment/My%20computer%20Life.pptx and the powerpoint with marking instructions is here -

https://slp.somerset.org.uk/sites/edtech/Secondary%20Computing/Assessment/My%20Computer%20Life%20-%20baseline%20assessment/My%20computer%20Life%20-

%20marking.pptx

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