Testing ICT can be a very subjective task due to the nature of the area and the wide-ranging expectations of students as outlined in the level statements. What constitutes a skill learnt and competence shown and how can an understanding of a concept or experiences be assessed with accuracy?
It might be assumed that assessing ICT is straightforward and carried out simply by collecting a set of printouts and putting them in a portfolio together with completed assignments as evidence of say, the wider implications of ICT or the critical use of ICT in the outside world.
This test is based on an idea originally formulated by the Cleveland Educational Computing Centre some years ago as an answer to assessment in a platform-free environment. It was not seen as perfect by any means but a possible method of testing understanding of certain concepts.
I found it a very useful method of testing the knowledge of students with learning difficulties albeit, dare I say, a 'regimented' examination of knowledge. The truth is, every time I have used the original test I was always surprised by certain students who actually excelled at the test and showed knowledge that otherwise would not have been credited to them.
With MLD students, setting a written assignment does not actually test knowledge but primarily reading and writing skills as well as the ability to compose multi-sentence answers. The use of cloze procedures does allow MLD students more access, but either method, especially if set as an assignment for homework (yes, Ofsted/DfEE expects MLD students to be given homework) does not always ensure that it is the students own work or reflects their true understanding or knowledge. So, we come back to a test completed in near exam conditions but with a requirement for an accessible method of completion. This test is mainly multi-choice questions with some picture clues and a 'friendly' font. I envisage it being used in a relaxed atmosphere with the questions read out to the group and in some cases, support staff permitting, help in completing the written answers. Any Scribes should be given clear instructions not to prompt or point out answers. It might be better delivered over several sessions rather than all in one go. You know your own students.
The questions related to electronic systems may not be suitable in your situation and may need either changing or removal. They are included because I cover electronics as the Control element in my schemes of work, using either discrete electronics or systems such as Alpha boards/Megaboards and S55 controllers.
Marking the answers objectively will involve giving credit for 'intended' meanings, misspelt answers and of course references to the students own work. Of course any level inferred by this test should be only included into an overall continuous assessment of an individual's work.
Please feel free to change any part of this test to suit your circumstances or add new questions. If you have any comments either positive or negative, please let me know.
Allan C Scott