The Large Scale Use of Computer Based Assessment in Primary Schools in Northern Ireland

Richard Hanna
Northern Ireland Council for Curriculum Examinations and Assessment

Povzetek

Da bi zagotovili skladnost letnemu ocenjevanju pismenosti in numeričnih sposobnosti v osnovnih šolah pri 4 do 7 letnikih, je oddelek za izobraževanje v Severni Irski uvedel obvezno računalniško podprto ocenjevanje. Uporabljeno je bilo orodje InCAS. To je računalniško prilagodljivo ocenjevanje s številnimi elementi. Le nekateri izmed njih so obvezni in vključujejo bralne in matematične vidike.
Strojna, programska oprema in infrastruktura IKT v šolah Severne Irske je centralno omogočena in vodena. Uporaba IKT v šolah je pomemben vidik izobraževalne politike.Investicija v infrastrukturo, izobraževanje ravnateljev in učiteljev glede uporabe v različnih primerih je bila obsežna. Primeri uporabe so vključevali upravljanje in administracijo, kot tudi izobraževalne programe.
Uvedba računalniško podprtega ocenjevanja je bila zahtevna v več pogledih. Uvajal se je precej različen način ocenjevanja učencev, ki je zahteval izobraževanje učiteljev, ravnateljev in drugih, ki so del izobraževalnega procesa, ter krepitev njihovega zaupanja.
Uvedba je potekala v času pomembnih sprememb v izobraževanju.
Več kot štiri leta po uvedbi je bilo doseženo že veliko in veliko smo se naučili. Prispevek predstavlja pregled enega od vidikov, kako je IKT uporabljen v šolah v Severni Irski. Vidikov je sicer precej.
V okolju, kjer dostop do podatkov in informacij še nikoli ni bil tako obsežen, zgolj ustvarjanje podatkov ali dajanje informacij na voljo ni dovolj. Potrebne so investicije za razvoj znanja in razumevanja o sposobnosti razlikovanja med uporabno in manj uporabno informacijo in o tem, kako informacije učinkovito uporabiti.
Sposobnost uporabe IKT ni dovolj. IKT je orodje, ki, ko je učinkovito uporabljeno, lahko pomaga izboljšati izobraževalno izkušnjo učencev in dvigniti standarde ter izboljšati rezultate za vse učence.
Informacijsko-komunikacijska tehnologija ni sama sebi namen. Uporabljena učinkovito, naj bi tehnologija bila nevidna sila, ki podpira tiste, ki so najpomembnejši za izobraževanje učencev, interakcijo z njimi in za njihov razvoj ljubezni do učenja. To, skupaj z znanjem kako (in kdaj) učinkovito uporabiti tehnologijo, je lahko zmogljiva kombinacija za šole ter, končno, otroke in mladino.

Abstract

In order to bring consistency to annual assessment of literacy and numeracy in primary schools from Years 4 – 7, in 2007 the Department of Education in Northern Ireland introduced in mandatory computer based assessment. The tool specified was InCAS. This is a computer adaptive assessment with a number of elements. Only some of these are mandatory and they include aspects of reading and mathematics.
ICT hardware, software and infrastructure in Northern Ireland schools is centrally provided and managed. The use of ICT in schools is an important aspect of education policy and significant investment has been made in infrastructure as well as training for headteachers and teachers in its use in a variety of contexts. These include management and administration as well as educational applications.
The introduction of computer based assessment has been challenging in a number of ways. It represented a very different way of assessing pupils and required training and confidence building for teachers and headteachers as well as those supporting education.
It was introduced at a time of significant educational change.
More than four years after it was introduced much has been achieved and many lessons learned. This paper presents an overview of one aspect of how ICT is used in schools in Northern Ireland. There are many more.
In a context where the availability of data and information has never been greater, creating data or making information available is not sufficient. Investment is needed to develop knowledge and understanding about discriminating between useful information and less useful and about how to use data effectively.
Competence in the use of ICT is not sufficient. ICT is a tool, which when used effectively can help improve the educational experience for pupils and to raise standards and improve outcomes for all learners.
ICT is not an end in itself. Used effectively, the technology should be an invisible force, supporting those that are best placed to engage learners, interact with them and develop in them a love for learning. This, together with the knowledge of how, (and when) to use technology effectively can be a powerful combination for schools and ultimately children and young people.