KS3 online ICT test - Members' responses to the change in status

Synopsis of members' responses (February 2007)

We have received a strong response from our membership following the article placed in the Naace newsletter on Friday 12th January. These views can be grouped into four main areas and are shown below:

• The status of ICT as a subject in its own right;
• The way the change has been managed;
• Implications of the change; and
• The value of "good" teaching and the need for CPD:

The status of ICT as a subject in its own right

The primary concern raised by the Naace membership relates to the statement within the QCA minutes that

"it was not necessary to burden schools with an additional statutory test, considering that ICT was something that should be embedded into other subjects. The Board felt that the work that had been undertaken should not be lost and agreed that the test should be used to inform teacher assessment."

Members are concerned that this statement represents a threat to the status of ICT as a discrete KS3 subject and goes against the recommendations of the national strategy. The Naace membership feel strongly that in order to make good progress in ICT for all pupils at Key stage 3 and to ensure an effective delivery mechanism for Functional ICT in the 14 to 19 curriculum, timetabled time for specialist teachers to teach appropriate ICT lessons is essential.

Whilst Naace strongly supports the embedding of ICT into other subjects as a tool to support learning and teaching, this should not detract from the importance of ICT as a subject in its own right to develop capability and subject expertise. ICT is multi faceted and is much more than the narrow study of applications. We are already seeing a decline in numbers studying IT at higher levels and such a move could only lead to further decline. It is important that ICT the subject is defended and this defence needs to start with an explanation of what the body of knowledge that constitutes what ICT/IT is. Naace have already begun to work in this area and will remain focused on this task as we move forward.

Naace supports the view that ICT should not just be retained as a subject but should be opened up and promoted to facilitate driving the development of the curriculum and of what is assessed and how.

The way the change has been managed

Many members are concerned at the process in which the decision has been made. This has resulted in confusion and uncertainty for the workforce at a time when schools have invested much time and effort, and has caused anxiety amongst strategy consultants and others who attempt to support ICT teachers. Naace feels strongly that the sector needs measured and appropriate change with consistency in the way it is implemented and managed. Without this, there is a real danger that those working in education will be less inclined to enthuse about new ideas. This would not only be detrimental to their own personal development but in turn could reduce that infectious joy of learning which is one of the best things good teachers can pass on to their students.

Problems shared by members associated with the delivery of effective ICT courses at KS3 and 4 regularly include significant reference to continuous change, lack of time to deliver and the need to properly internalise and prepare for a particular course prior to instigating change. ICT as a subject is particularly prone to continuous change where there are almost annual changes in GCSE and other courses and where teachers have little opportunity to focus on ensuring each generation of learners achieves the highest standards of which they are capable. There is no substitute for consistency, familiarity and stability, where change is managed properly if we want teachers to be at their best and the learning process to be optimised. Members are therefore concerned that within this environment of constant change, the removal of statutory status will tempt some schools to put their efforts elsewhere, despite the significant investment already taken in time and money to prepare for the test.

Naace therefore urge Government and its agencies to recognise that the current rate of change engendered is damaging Education's structure and the morale of its workforce.

Implications of the Change

Many members have responded positively to the change in status of the ICT test due to concerns at the amount of time taken up by preparing for the test and the disruption caused to normal lessons by the tests themselves. Some members therefore feel that the change to optional status will retain the positive aspects of the test whilst reducing the negative pressure to achieve results through mechanistic teaching.

Naace Members believe that a concentration on the test as a formative assessment tool fits well with progressive and positive changes to education that include assessment when ready, not by fixed age. Suggestions have also been made that the combination of teacher assessment with some component of external, standardised assessment is a very useful way forward. As such the Naace membership believe that the tests can be a very useful formative assessment tool and wish to see the positive outcomes of this decision, highlighted by Naace within our position statement last week, become a reality.

Whilst members are sensitive to the problems and practical issues connected to implementing the test, they are very much in favour of the test and like the sense of purpose and the structure the on-line test gives at the end of the Key Stage. Members also appreciate the opportunity the test gives for pupils to have the challenge of transferring skills to another "platform", and the potential of the test to evolve into a scenario/simulation.

Members have also reported an appreciation of the activity of the test itself; which assesses ICT capability regardless of the individual activities contained within it. An example given of this was that students who are "good" at web 2 will understand the whole process of the test better than those who don't and will work faster getting round issues "problem solving" quicker.

In summary, the Naace membership is hopeful that if the decision leads to a balanced and sensible assessment that supports learning objectives and encourages professionalism from teachers, then it will be an excellent opportunity to take forward our aims of on-line assessment on demand for all subject areas.

The value of "good" teaching and the need for CPD

Many Naace members make reference to the value of "good" teachers who have the capability to be great motivators in the ICT classroom. Overwhelmingly, our members recommend a concentration on using ICT creatively and innovatively, and developing new pedagogies to allow us to do this more effectively to empower learners. There is a general recognition within the membership of the need for CPD to increase the number of good ICT teachers who are using new technologies themselves as learners.

Views have also been shared that the tests could reveal poor standards of teaching of ICT and that there is significant room to improve teaching of ICT as a subject. This is an area of high priority for Naace and an integral part of the Naace strategic plan.

Recommendations

1. Naace continues to recommend that its members continue with preparations for a full pilot in 2007 with the aim of all partaking in the test in 2008. The ability to provide data for assessment for learning is an excellent tool to raise standards and attainment.
2. Naace will seek clarification on the quotation from the QCA and reassurance that the status of ICT as a KS3 subject is not under threat.
3. Naace urge Government and its agencies to recognise that the current rate of change engendered is damaging Education's structure and the morale of its workforce.
4. Naace will continue to place a high priority on the creation of the body of knowledge that constitutes what ICT/IT is.