Project Approval

6 February 2007

I found out today that the university has accepted my proposal. This means that I am now officially started! Good news!

I am minded of the informal findings of Vernon Trafford, who ran the Anglia PhD training programme. There seemed to be little correlation between titles of approved projects and the final theses resulting from them. Oh well… we’ll see!

QCA review of the National Curriculum

6 February 2007

The Qualifications and Curriculum Authority (QCA) have published the draft of the new National Curriculum (NC) for secondary schools in England. This contains slimmed down programmes of study for all subjects (although ICT was always fairly slim). It also contains a section on the way in which ICT as a functional skill across the curriculum might be specified – and maps this to the subject ICT. This seems an odd mapping in many ways, as both sides of the reationship could be interchanged.

Also of note is the section on assessment strategies. These include some clear guidance on not just relying  the test at the end. I wonder how this will actually pan out at Key Stage 4 (14-16 year olds). Will schools stop entering all and sundry for a full blown level 2 qualification in ICT? Will the functional skills and some assesement of ICT use against KS4 criteria be enough? Or is this too obscure to be bothered with. What will the reporting requirements be for ICT at KS4? It is one of few subjects left in the NC at this level.

There is abother aspect of assesment that caught my eye on first read (and how much harder is a website than a set of printed documents to read!?!) . This was to do with taking a range of evidence

It does mean that more of what learners ordinarily do and know in the classroom is taken into account when teachers come to make a periodic assessment of learners’ progress at the end of term or half-year. For example, all teachers are continually making small-scale judgements about learners’ progress, achievements or the support they require when, over a number of lessons, they are reading or writing a lengthy text, planning and revising a design brief, or researching a historical figure in books or online. Such knowledge tends to be overlooked when only the final outcome, artefact or test is assessed, but it can make a vital contribution to periodic assessment.

What about what learners “ordinarily do” outside the classroom?

Developing a concept map

1 February 2007

Why haven’t I posted so much recently. There are two answers to this question. One is that my teaching load is at its peak and time has got squeezed for a few weeks. The other is that perhaps things are starting to clarify and maybe beg for some more extended writing. Is it time to start thinking about structure of the thesis – or at least the preliminary chapters?

So after a couple of months of reading where am I? Have I been able to refine my concepts and approach any? Does my research still make the same sense to the person the pub? I acknowledge the lack of reading on personal constructs but, that aside, what I have read seems to be ready for some meta reflection and organisation. Mind you that might just be procrastination. But i think I need to dig out my ‘How to write your thesis’ books.

One thing that has happened is that this blog has been hit by people alighting from searh engines. The software (WordPress) keeps a tally of what they typed in to the search to reach the blog. This list makes for itneresting reading and may help infrom the structure. Is this some sort of concept list collection tool?

Terms typed into search engines to reach this blog (Dec and Jan, most frequent at the top – although most frequent is very small, the maximum is seven occurrences for any term):

informal learning bebo
\”roger distill\” school
Demos 2007
validation ict
assessment validity Ict level 2
construct validity messick
ICT and authentic assessment
non-formal learning
Tombari & Borich portfolio
2006 5 GCSE passes school league table
assessing ict capability
assessment for learning and inclusion
assessment in ICT lesson
Assessment of informal learning
authentic assessment validity reliability
characteristics of a valid website
construct representation
construct validity model
contextual value added
define assessment validity
define formal informal assessment
demos ict report
dfes 2007 gcse league tables
Empirical Research Report on Assessment
evidence of validation in a test of creativity
formal and informal learning opportunities
formal learning
formal, informal, and non-formal
How does ICT affects Young people
ict school league tables
Literature review of E-assessment Ridgway
meaning of valid in assessments
messick’s model of validity
nomothetic messick
pamela moss shifting conceptions of validity
peer assessment ict
recording and retrieving information and
Roger Distill ICT
school league tables 2007
school league tables telford
validity in ict
validity knowledge transfer vignette
validity on parole and cronbach
validity on parole: how can we go straight
What Does \”Bias\” mean and ICT
what does formal and informal mean ict