from ict to computing. presentation for the inaugral meeting of the calderdale cas hub
DESCRIPTION
@petejbell Getting the balance right: Computing > Computer Science > Programming Don't reinvent the wheel: What you may already be doing in ICT that fits the new Computing Programme of Study Assessment Progression pathways Warning that classifying people into too many levels = lower accuracy of assessment SOLO Resources Algorithms Unplugged! Sharing PracticeTRANSCRIPT
@CAS_Calderdale@petejbell
Computing > Computer Science > Programming
Computing: 3 strands
Information TechnologyDigital Literacy
Computer Science
` Digital media
Impact of information technologies
Safe and responsible practice
Social, economic & legal issues
`
Algorithms
`
Encryption
`
Programming
`
Data Representation
Computing > Computer Science > Programming
Computational Thinking“A way that humans, not computers, think”
Wing, 2006
DecompositionPattern RecognitionAbstractionAlgorithms
Sing-Song
Computationally:
Verse (appendage)You put your (appendage) inYou put your (appendage) out
In Out On Out shake it all aboutYou do the Hokey Cokey and you turn aroundThat’s what it’s all about
Chorus
MakeyMakey:
4 volunteers, please!
AssessmentMiles Berry@mberry
Principal lecturer and subject leader for Computing Education at the University of RoehamptonChair of NAACE (National Association of Advisors for Computers in Education)Management board of CAS
Assessment
Assessment“It is clear that the greater the precision (i.e. the more levels into which we wish to classify people), the lower the accuracy”
(Wiliam, 2001 p19)
AssessmentSOLO
(Structure of Observed Learning Outcomes)
Identifies five stages of understanding. Each
stage embraces the previous level but adds
something more.
AssessmentSOLO - Prestructural
I don’t know what this is – but it’s round
AssessmentSOLO - Unistructural
This is a 10p piece
AssessmentSOLO - Multistructural
This is a 10p piece These are 20p pieces
AssessmentSOLO - Relational
2 x 5 = 10, 2 x 10 = 20 and 4 x 5 = 20
AssessmentSOLO – Extended Abstract
This is a credit card etc.
AssessmentSurface and deep thinking
Unistructural and multistructural questions test students’
surface thinking (lower-order thinking skills)
Relational and extended abstract questions test deep thinking
(higher-order thinking skills)
Assessment
ResourcesBob Harrison
Chair of DfE Computing Expert GroupProducers of THE Google Site:https://sites.google.com/site/primaryictitt/
Education advisor - ToshibaRuns Support for Education and Training
Resourceshttps://sites.google.com/site/primaryictitt/
http://community.computingatschool.org.uk/resources/1692
MOOCs:• Code.org• CodeHS• Codecademy• The Javascript Roadtrip• Australian Primary Computing MOOC• Exploring CS• CodeAvengers• OCR Computing (GCSE)• TalentBuddy – Advanced Coding Exercises
Resources• Scratch (2)• App Inventor• Sense• Python• CAS (!)• Phil Bagge (code-it.co.uk)• Computer Science Unplugged
Sharing PracticeCAS local (and affordable!) CPD events
Algorithms Unplugged!
Approved by Chuck Norris:
Tickets: EventBrite
(Shameless plug!)
Sharing PracticeJames Langley @lordlangley73Alan O’Donohoe @teknoteacherJonathan PascallDr Steve Wade