So, I’m guessing that with the new Computer Science curriculum coming in, you’re a little worried about the way to assess your students. At Uppingham Community College we’ve started developing our own way of assessing students over the coming year. There are many different subjects we plan on covering. Some of the units we’ll be covering include:
- Touch Develop
- Computer Hardware
- Computer Safety
- Small Basic
Each of these subjects map into the new curriculum in different ways. It is because of this that we have decided to create a grid for mapping their progress over time. Each student is going to be marked in the following categories based on their strengths.
A student who is working at the lower end of Basic computing knowledge, will be given a level B3. Now I know that the government want to get away from using levels and frameworks, but there still needs to be a way of monitoring progress over time. We have mapped out our units of work to fit in each of the objects.
“design, use and evaluate computational abstractions that model the state
and behaviour of real-world problems and physical systems ” – This object fits into Kodu, Spreadsheet Modelling,Scratch and Small Basic. Over their years in school we can judge their progress based on the criteria we set during each unit of work.
Each student is going to have a list of the objectives (as shown above) with the unit’s across the 3 years of KS3 next to their name. This way we will be able to map their progress in each unit as shown in the grid below.
|Objective||Kodu||Scratch||Small Basic||Spreadsheet Modelling|
|“design, use and evaluate computational abstractions that model the state
and behaviour of real-world problems and physical systems “
|Other objectives listed below….. with the units to show their progress….|
Now you’re probably thinking…. how on earth am I going to assess what our students have came in at. In order to help us have a good idea of our students knowledge. We’ve put together a baseline test which will test the students ability to problem solve and think logically. This will help us have some sort of idea about their type of thinking. The idea was to split the curriculum into 3 sections. It then allows us to focus on the various levels of ability. If you would like to use this assessment technique with your school and the test we’re using. Feel free to download it. I hope it is useful overall!
If you have any queries about our assessment please feel free to drop me an email at firstname.lastname@example.org
Here is an example of how we plan on breaking down a Python unit of work…
|I can successfully write a program. (B3)||I know the difference between syntax and a logic error. (I1)||I have written an error free program which uses a while loop (No teacher help).(A3)||I have written a search program which makes use of lists. (E1)|
|I have written a program which uses data type and variables. (B1)||I have used mathematical operators within my program. (I2)||I can describe how to write a program to search through lists. (A2)||I have included code in my programs to help prevent use input error. (E2)|
|I can find and de-bug syntax errors. (B2)||I have used an elif statement in my program. (I2)||I can explain the difference between syntax errors, run-time errors and logic. (A1)||I have shown evidence of testing and have debugged the program. (E3)|
|I have used an IF statement in a working program. (B1)||I have written an error free program which uses a while loop. (My teacher may have helped me)(I3)|
|I have used comments to document a program. (B3)||I can write pseudo code to outline the steps in an algorithm prior to coding. (I3)|
Good Luck for September!