With the end of the year fast approaching, Victorian teachers in particularly, wind down for the year but before they do it will be important to report on the progress of students to parents in relation to the general capability - ICT capability. If you are from another state besides Victoria, this does not particularly apply to you. However, you are still required to teach this general capability to the extent that the learning area shows.
So to help you out, I have provided a number tips to ensure that you get started:
- Firstly, you can't report on progress unless you have effectively and efficiently assessed student ICT capability. Remember, that in order to plan for progression you must have an appreciation of where the students are, where they ought to be and where they are heading next. Ask them key questions that requires them to reflect on the appropriateness of ICT in their situation, and establish a starting point.
- While assessment is closely linked to forward planning and is essential right at the start in the Foundation stage of learning, what is equally as important is for you to track their progress. Record keeping is essential for this part and needs to show overall coverage of ICT use and the progression that is initially planned for it. They are a quick for you as a teacher to remember which group of students have done which ICT activities. You can keep an individual student profile as well as a whole-class snapshot!
- Finally, when you put all this together effectively then you then be able to report to parents on the progress of their child in ICT capability in the Victorian Curriculum. Parents are not familiar with the terminology us teachers use every day, so don't confuse them by using curriculum language, level descriptions or even the levels of the ICT capability Learning Continua itself. More information would be needed, but phrased in such as way that is meaningful for them. Here are some other useful tips for reporting on student progress in ICT capability.
- What can the child do? Set this in the context of the experiences that the student has had over a period of time.
- Are there any special accomplishments and what difficulties have been encountered?
- What is the level of attainment in terms of the National Curriculum? It is a good idea to discuss the student’s level in relation to other students of the same age group throughout the country rather than their position within the class. It is important that if this comparison is to be meaningful, you need to have background information about the overall ability of the class itself.
- Identify how the student can improve making reference to future topics and activities as well as more specific advice on ways in which the child could be assisted to improve.
- Never place pressure on parents to spend money on software or a computer for example, in order the student to improve their expertise.
- Rephrase your information as you would with teachers for parents to understand.
- Keep information about the student’s ICT capability, in some sense related to the attainment level descriptions, if they do not actually a level to a student.
- For each student, review your task based assessments and refer to the complete folder of the student’s work.
- Summarise the comments made about the student’s ICT capability during the term/semester/year.
So there you go! Now is the time for you as a teacher of the Victorian Curriculum to start thinking about this.
Our accredited online course Primary Classroom Strategies: Assess Student ICT Capability Today is a self-paced course where you can register today and learn tomorrow.
Completing this course will contribute to 5 hours of PD addressing 2.6.2 and 5.1.2 of the Australian Professional Standards for Teachers towards maintaining Proficient teacher accreditation in Victoria.
What are you waiting for?