Assessment and Computing - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 72

Table 4.1 continued

Aspect Yet to be

engaged with

Emergent Embedded in

department
practice

The impact of
external
moderation
processes are
shared fully with
others in the
department

A whole
department
recording system
is used that will
hold sufficient
detail for any
teacher to plan for
any learner

Parents are aware
of, and involved in
the Computing
development of
their children

Task 4.3

Questions
• Did you find this task easy to do?
• Could you locate any documentation that helped?
• Did that documentation match observed practice?
• Which parts of the task were more difficult to do? Why was this?

DIFFERENT FORMS OF ASSESSMENT
Without assessment we don't know what our learners already know, when they
have learnt something, or how rapidly they are learning it. Assessment is
fundamental to planning. It is not a bolt-on, or an afterthought. Alongside this we
need strategies for monitoring and recording this progress. Many, if not all of these
strategies should be shared with the learners, so that they may develop their own
skills in self-assessment, and empower their own learning.

Assessment types
Assessment types are described well elsewhere (Hramiak and Hudson, 2011; Capel,
Leask and Turner, 2013; Birmingham Grid for Learning, 2005), but the focus here
will be on those types that can be used to enhance learning. In particular, we will