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By Stev Kennewell

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Extra resources for A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides)

Sample text

Whatever format you choose to use, it should cover the following four points: 1 2 3 4 What were the positive aspects of the lesson, and how do you know this? Were the lesson objectives met, and how do you know? Were there any development issues arising from the lesson, and how do you know? What have I learnt about the theme? ) USING A THEME The final part of the evaluation, mentioned above, will be a reflection on one particular aspect of the lesson that would be useful. This may be a theme agreed with a mentor or appraiser, or may arise from issues raised in a previous evaluation, or it may be something that would be additionally helpful for your development.

Assessment for learning depends crucially on teachers and pupils actually using the information gained to benefit future learning. (DfES, 2003) Much current literature describes AfL; in particular, the resources for the ICT strand of the Secondary National Strategy in England include a substantial collection of materials. These are included in the Whole School Development in Assessment for Learning Pack (DfES, 2004b) which has subject-specific guidance included in the resources. 1 provides a succinct coverage of the research findings in the area.

2 Examples of writing frame elements You may also need to plan the taking of ‘snapshots’ of work in progress, but constantly printing out large amounts of paper is a problem for the planet, for department budgets, and for your time. Electronic portfolios to store such work are beginning to appear, and you may wish to consider these. MANAGEABLE ASSESSMENT Assessment becomes manageable when it is focused, appropriate and targeted (remember the acronym FAT). Within a sequence of lessons, opportunities for informal and formative assessment should be built into the lesson planning.

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