Recording
Recording should help teachers keep track of pupils' progress, provide information for the pupil's next teacher, inform future planning and help monitor continuity and progression in the subject. Teacher Assessment Sheets (related to the Scheme of Work) set out the expectations for the integrated projects and offer teachers a way to record pupils' progress during the year.
It is important to note that assessment of an integrated project should not be limited to examining a final result but, rather, involves discussions and observations while the project is in progress. Effective questioning is a useful way of assessing a pupil's understanding of the use of ICT. This can be a time-consuming task for teachers so it is essential to make the most of any available classroom support. If the teacher does not have to spend all of their time offering technical support, she has more time to focus on individuals or a small group of pupils. Classroom support can take on many different forms - it might be useful to train some parents and make use of pupils' expertise. Dr John Ingram at Durham University recommends doing an inventory of skills in a class to find the 'digital experts'. Some children might be very confident in using the Internet; others might be good with word processing skills, etc. These children could offer support to other children in the class (or in younger classes), freeing up the teacher's time to focus on assessment.
The 'digital experts' could be highlighted using the Self-Assessment Activities which allow pupils to assess their own confidence with ICT.
Monitoring
Classroom portfolios are a useful way for ICT co-ordinators to monitor continuity and progression throughout a school. A teacher should keep a few examples of the different integrated projects - two lower ability, two middle ability and two higher ability pupils. The work should be levelled, but it should also be annotated, in order to put the work into context.
Teacher Assessment Sheets (Integrated Projects) Key Stages 1 and 2