Assessment and Computing - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 68

Chapter 4

Assessment and Computing

NEIL STANLEY AND ALISON HRAMIAK

INTRODUCTION
In this chapter we will examine:

• Why assessment is important
• What is problematic about assessment
• Different forms of assessment
• The need to plan for assessment
• Making assessment manageable
• Record keeping
• Moderation.

By the end of this chapter you should be able to:

• Know what we mean by assessment
• Recognise that there are different types of assessment techniques
• Understand the need for structured assessment
• Understand the need to plan lesson objectives and outcomes that can be
assessed
• Be able to share assessment criteria effectively with pupils
• Develop practical strategies to help you collect evidence and judge pupil
progress
• Recognise that AfL (Assessment for Learning) raises standards
• Be able to give effective written and verbal feedback to pupils
• Be able to recognise and develop good assessment practice
• Understand what moderation is, and why it is necessary.

WHY ASSESSMENT IS IMPORTANT
Teaching is like a house of cards, with complex interlinking steps between elements.
However, it is agreed that planning is fundamental to success ( see Chapter 2 ) , and
successful planning needs a clear knowledge of what stage your learners are at.
Assessment and its various strategies are key to achieving this.
This section of the topic attempts to focus on good practice in the management
of the monitoring and recording aspects of the assessment process. Assessment