Pupil Self Assessment
The main purpose of these recording forms is for both teachers and pupils to have a qualitative record as to what ICT is actually being learned and for pupils to identify targets for achievement.
Many records that are currently being kept provide an indication that a children has undertaken a task and been shown a skill. This record involves the pupils in measuring their own ICT learning and should also provide a useful reminder when applying ICT learning across the curriculum. The record should also be useful to teachers in helping to identify what specifically should be taught.
The forms are designed to provide an ongoing record of ICT learning through the primary school years. They should enable both children and teachers to identify progress and development needs. The record will also be a useful tool in helping teachers to determine pupils’ level of ICT capability at the end of the year, if viewed alongside appropriate evidence in the form of samples of children’s work. Pupils could also take them on with them to their next school, as a record of what they have learned.
The recording forms are based on the units of the QCA scheme of work for ICT. However, if schools are not making use of the QCA then the content can be modified to suit school needs, as appropriate.
Ways of using the forms
The record forms are designed to be used either as a complete booklet which a child completes through Key Stage 1 and takes onto Key Stage 2, or as separate sheets as each unit is covered. These can then be included along with print outs, etc. in a folder or ICT book.
Each page starts with the label and name of the QCA unit and the overarching unit learning objective which should be made apparent to the pupils and might be displayed while the unit is being taught.
The next section 'I used' refers to the ICT resources that pupils used throughout the unit. As pupils become older they may also put the specific aspects of an software application that they used, e.g. the find and replace function in a word processor.
The lists of ‘I can’ statements refer to the Skills, Knowledge and Understanding of developing ICT capability and are based around the key ideas to be learned. For each statement children can use a stamp or a star, etc. in the appropriate box and the date can be added by a supervising adult. The pupil will need to decide whether (s)he feels (s)he can carry out the task:
- ‘With some help’
a significant amount of adult support
- ‘On my own’
confident enough to work largely independently
- ‘Show someone else’,
really competent and confident, appropriately helping others
The statements will ideally be completed during or at the end of each ICT session, possibly during the plenary session.
Initially children might need help to choose the most appropriate box, but as they become more familiar with this way of working become more independent. By entering a date there is the potential to show progress through the year, if more than one box has a date (this is most likely to happen as ICT is increasingly used and applied across the curriculum). Following the ‘I can’ statements is a box for the Integrated Task’. This task is usually an activity which requires the pupils to use all of their newly learned skills, knowledge and understanding. It provides the most suitable opportunity to reinforce and apply learning through a cross-curricular context and also to assess their overall ICT learning of this unit.
The 'I enjoyed' and 'What I could have done better' sections allow pupils to evaluate what they have done and to set themselves targets for the future. This is particulary useful when concepts are revisited with a cross curricula approach.
Finally there is a section for both the pupil and teacher to sign and date.
Pupil Self Assessment Proformas for Year 1
Pupil Self Assessment Proformas for Year 2
Pupil Self Assessment Proformas for Year 3
Pupil Self Assessment Proformas for Year 4
Pupil Self Assessment Proformas for Year 5
Pupil Self Assessment Proformas for Year 6