Pupil S ICT Assessment Sheet
Pupil’s ICT assessment sheet – examples of attainment at each level
Finding things out / Developing ideas and making things happen / Exchanging and sharing information / Reviewing, modifying and evaluating workLevel 1
Initial exploratory use / I can explore information from various sources, and know that information exists in different forms. (Also Breadth of Study) / I can recognise that everyday devices respond to signals and instructions.
I can choose to change the instructions to produce a different result. / I can talk about my use of ICT.
I can use ICT to work with text, images and sound to share my ideas. / I can talk about how I use ICT.
Level 2
Purposeful Specific outcomes / I can use ICT to enter, save and get back my work. / I can use ICT to organise and classify information.
I can use ICT to help generate, change and record work in different forms, including text, table, images and sound.
I can plan and give instructions to make things happen and describe the effects.
I can use ICT to explore what happens in real and imaginary situations. / I can use ICT to present my findings.
I can share my ideas in different forms, including text, tables, images and sound. / I can share my ideas in different forms, including text, tables, images and sound.
I can describe and talk about my work with ICT. I can describe how I can use ICT in school and how it is used outside school. (Also Breadth of Study)
Level 3
Develop ideas
Solve problems / I can use ICT to find and use appropriate stored information.I can follow a simple search to find information when using a CD ROM, a database or the internet.
I can use ICT to save this information. / I can use ICT to produce information.
I am able to develop this information at a later stage.
I use ICT to organise and present my work.
I understand how to control devices by writing a set of instructions and make it do what I want.
I can use ICT based models or simulations to help find things out and I am aware of the consequences of my choices. / I share and exchange my ideas with others.
I use ICT to organise and present my work.
I can describe how I use ICT and how it is used outside of school. / I can describe how I use ICT and how it is used outside of school.
Level 4
Combine and refine
Interpret information and question plausibility / I can use ICT to collect and find appropriate stored information.
I understand the need for care in framing questions when using a CD ROM, a database or the internet. / I can use ICT to present different forms of information such as tables, charts, number, text and images.
I can save the information, add to, amend and combine different forms of information such as tables, number and text from a variety of sources.
I can create a set of instructions which I have planned for a particular task.
I can use ICT systems to sense physical data.
I use a computer to investigate changes in patterns and relationships. I make changes to find out what happens. I can usually predict what might happen. / I show an awareness of the intended audience.
The quality of my presentation is suitable to the audience I am writing for.
I can exchange information and ideas with others in a variety of ways, including the use of e-mail. / I can save the information, add to, amend and combine different forms of information such as tables, number and text from a variety of sources.
I can interpret my findings, check that my results make sense and recognise that poor quality information leads to unreliable results.
I can compare how I use ICT to help me with manual methods and I can compare how I use ICT with how it is used outside of school. (Also Breadth of Study)
Level 5
Combining the use of ICT tools within an overall structure
Fitness for purpose / I can select only the information that is needed for a particular purpose when using a CD ROM, a database or the internet.
I can check it is accurate and organise this information so that it is ready for processing.
I can check the accuracy of my results. / I can use ICT to structure, refine and present different forms of information.
I can check it is accurate and organise this information so that it is ready for processing.
I can create a set of instructions to carry out a task. I know that the order and accuracy of these instructions are important.
I understand how ICT devices can be used to monitor and measure external events using sensors.
I can use an ICT model to test out an idea. I change values in the model to see if my idea is right or wrong. / I can use ICT to structure, refine and present different forms of information.
I can use different styles for specific purposes and audiences.
I can exchange information and ideas with others in a variety of ways, including the use of e-mail. (Also Breadth of study) / I can use ICT to structure, refine and present different forms of information.
I can discuss my knowledge and experience of using ICT and my experience of its use outside school. (Also Breadth of study)
I can assess the use of ICT in my work, reflect and then make improvements.
Finding things out / Developing ideas and making things happen / Exchanging and sharing information / Reviewing, modifying and evaluating work
Level 6
Increase integration and efficiency Greater range and complexity / I can use information from a range of sources.
I can develop and refine this information for presentation.
I can use complex search terms when using the internet and CD ROM. (AND or NOT “”)
Where necessary, I can use complex lines of enquiry to test hypotheses when using a database. / I can use information from a range of sources.
I can develop and refine this information for presentation.
Where necessary, I can use complex lines of enquiry to test hypotheses when using a database.
I can create a set of instructions to carry out a task. I can test those instructions to see if they work. I can make changes and improvements to improve efficiency.
I can set up a model according to a set of rules. I can use the model to make predictions.
I can vary the rules of this model and I can decide if the model is working well or not.
I can assess the model by comparing with information from other sources. / I can use ICT to present my ideas in a variety of ways.
I can demonstrate a clear sense of audience.
I can exchange information and ideas with others in a variety of ways, including the use of e-mail / I can use information from a range of sources. (Also Breadth of study)
I can develop and refine this information for presentation. (Also Breadth of study)
I can discuss the wider impact of ICT on society.
I can discuss when it is appropriate to use different types of software tools to develop my work.
Level 7
Scope of information flow
Define, implement and refine systems Use audience and user feedback. / I can use suitable information systems, translating enquiries expressed in ordinary language into forms required by the computer software. / I can use ICT to measure and record things.
I know about sensors and can choose which to use, how often to log the readings and how long to log the readings for. I link my use of sensors to control events.
I can design a computer model, enter the correct formula or procedure and test it with variables to see if it works. / I can combine information from a variety of ICT-based and other sources.
I can use ICT to make a presentation to different audiences. / I can identify the advantages and limitations of different information-handling applications and sources and refine and improve my work based on my investigation. (Also Breadth of Study)
I can discuss the wider impact of ICT on society in an informed way. I consider the limitations of ICT tools and information sources such as the internet and of the results they produce.
Level 8
Systems are designed and implemented for others to use. / Working independently:
· I can select appropriate information sources.
· I can use ICT tools for specific tasks.
· I can explain how the ICT tools allow ease of use and suitability for my purpose.
I can design successful means of capturing and preparing information for processing. / I can design and implement systems for others to use. (Also Breadth of Study)
I can make a device that responds to sensors. I can use feedback to improve the system. / I can design successful means of capturing and preparing information for processing. / I can design successful means of capturing and preparing information for processing.
I can discuss the social, economic, ethical and moral issues of ICT on society in an informed way.
Exceptional Performance / I can evaluate software packages and ICT-based models, analysing the situations for which they were developed and assessing their efficiency, ease of use and appropriateness. / I can suggest refinements to existing systems and design, implement and document systems for others to use, predicting some of the consequences that could arise from the use of such systems. (also Breadth of Study) / I can suggest refinements to existing systems and design, implement and document systems for others to use, predicting some of the consequences that could arise from the use of such systems. / I can evaluate software packages and ICT-based models, analysing the situations for which they were developed and assessing their efficiency, ease of use and appropriateness.
When discussing my own and others' use of ICT, I use my knowledge and experience of information systems to inform my views on the social, economic, political, legal, ethical and moral issues raised by ICT.