Five tips for recording pupils’ progress in ICT

As well as assessing students' understanding at any given time, you will also need to record their progress over time. Here are five suggested ways of doing this.
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Five tips for assessing what students know

It is not enough to teach students how to understand information and communications technology. At some point you are going to have to assess their knowledge and understanding.

Here are 5 broad suggestions of how to do so effectively.

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When it comes to comments, numbers are irrelevant

There seems to be a general "conventional wisdom" that having students' work seen by thousands of people is a good thing in and of itself. Closely allied to that is the notion that the more comments made on the students work, the better. I think that both of these views are wrong, and that such a non-discerning approach is actually anti-educational.
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Playing to the gallery

The National Curriculum for Information & Communication Technology in England and Wales, and its equivalent in other countries, makes it clear that students must be able to amend their work for different audiences. Unfortunately, there is little guidance on what an appropriate audience is, the general consensus being that what matters is the size of the audience rather than its makeup. This is not only nonsense, but does students absolutely no favours.

In this article we look at:

Why audience matters.

Who is the right audience? (And how to reach it.)

This article is available only to subscribers to the Practical ICT eJournal
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Assessing ICT

There’s not much point in pupils doing the work if you don’t assess it. This is probably more difficult in ICT than in other subjects because there is not a long-established pedagogy underpinning the teaching of the subject, or a consensus about what constitutes good ICT, and the evidence for it. Here are a few pointers.