Measuring Whole School Performance in ICT

How to Measure Whole School Performance in ICT Based on the Australian Curriculum ICT Capability LC & UK ICT Curriculum

Written & Edited by: Michael Hilkemeijer www.ictesolutions.com.au

What you will Learn Introduction........................................................................................................ 1 Why begin with Primary Education?.............................................................. 1 The Role of the ICT Coordinator in Whole School Assessment.................... 1 The First Step..................................................................................................... 2 Planning for Assessment.................................................................................... 3

Long term planning............................................................................................................4 Medium-term Planning......................................................................................................4 Short-term Planning...........................................................................................................4

Things you will need to know and find out about........................................... 4 How to Establish an Assessment Practices...................................................... 5 Informal Observation.........................................................................................................6 Structured Observation.......................................................................................................6 Recording the Evidence.....................................................................................................7

Summative Assessment Measures: Use of Portfolios...................................... 7 What type of portfolios do you use?................................................................. 8

Lesson-based assessments..................................................................................................9 Task-based assessment ......................................................................................................9 Annual report .....................................................................................................................10

Australian Curriculum: Work Sample Portfolios.......................................... 10 Records of Achievement.................................................................................... 10 Building Whole School Assessment Policies.................................................... 10 Introduction........................................................................................................................11 Purpose of Assessment.......................................................................................................11 Statutory Obligations..........................................................................................................11 Entitlement.........................................................................................................................11 Planning..............................................................................................................................11 Process................................................................................................................................11

Common Policy sections.................................................................................... 11 Conclusion.......................................................................................................... 12 Work Cited......................................................................................................... 13

© ICTE Solutions Australia 2018

Introduction

Today, the most important judgement about the educational value of your school will be the various changes it brings about in its students over time. In addition to the knowledge and learning students will have gained through being at your school, you need to be aware that the public will make perceptions about its worth in terms of attitudes, behaviour, and how the students respect staff and property. As the coordinator of ICT, technology, learning technologies or whatever title you may have, if you are effective in your role you have significant opportunity to improve children’s learning at your school. You are one of the most influential members of staff and you have the capacity to improve the quality of children’s work when using computers as a result of the skills you promote to staff.

As more and more schools like yours invest in ICT for teaching and learning your role as the coordinator of ICT becomes vital then if the school you work at is to be economically competitiveness. The imperatives for economic competitiveness include (Davis & Carlsen in van Weert, 2005): • • • •

ICT as an imperative for economic competitiveness; ICT to increase educational attainment; ICT to increase access to education and; Educational renewal – ICT as a catalyst.

Improvement in student learning falls within the second of the above – educational attainment.

Why begin with Primary Education?

Primary schools are at the forefront of all changes in education as they are primarily responsible for getting our student’s imagination soaring the right direction towards STEM careers. The pillars of an effective primary school according to Mortimer et al., (1998) as cited in Wintle and Harrison (1999) are: • • • • • • • • • •

Purposeful leadership by the head teacher; The involvement of the deputy head; The involvement of teachers; The consistency amongst teachers; Structured lessons; Intellectually challenging teaching; A work-centred environment; Limited focus within sessions; Maximum communication between teachers and students and; Record keeping.

The Role of the ICT Coordinator in Whole School Assessment

The role of the ICT coordinator has been earlier discussed in my work about ICT leadership in which you can either enrol in the online PD or purchase the eBook. In this session, I will discuss the particular role of the coordinator in terms of measuring the whole school performance in ICT capability.

When beginning your journey of school assessment, it is significant to keep in mind that this will need to be conducted in a team. A successful team will need to incorporate people with the skills, knowledge, aptitudes, interests and personalities which interlock to make an effective group. Of course, this is not new to many of us, however, they are also play a significant role throughout curriculum organisation. When coordinating the assessment of ICT capability, your effectiveness will depend on whether or not staff have a clear understanding about the role you play within a team of professional educators. © ICTE Solutions Australia 2018

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It is also important to remember that your ability in the classroom will reflect upon whether they are willing to accept your advice. A good ‘rule of thumb’ is to be unwilling to take risks when first expressing your opinions with the head teacher. Wintle and Harrison (1999) advises that “managerial responsibility and support for the coordination of the coordinators must be made explicit” (pp. 58). So there is a need for primary schools to take measures to overcome role ambivalence. Everyone needs to be clear about your role as the ICT coordinator in measuring school performance in ICT capability.

Other factors to consider include: • The school making effective coordinator policies a priority; • The time you have to do paperwork and how it will affect the degree of consultation possible and its quality; • The time you have to work alongside teachers in the classroom in order to change practice; • The time you have to see teaching and learning in parts of the school with which you are unfamiliar for your own development.

(Wintle & Harrison, 1999, p.46)

The First Step

As discussed earlier in my work about ICT leadership, a policy is imperative for any successful implementation of practice. Being the ICT coordinator, you would have already designed a school ICT policy that provides benefits for lesson planning, informs teachers and students as to what is expected of them, to identify the resources needed and to inform your in-service PD planning. These principles also apply to the development and design of your whole school assessment policy.

A whole school policy for the assessment, recording and reporting on ICT capability can: • • • • • •

Publicly demonstrate the school’s intentions for evaluation and reporting children’s progress; Help make a case for funding if commercial tests are needed; Give information to parents, governors and inspectors; Provide information for individual teacher planning; Aid coherence, continuity, progression and shape priorities; Assist in achieving uniformity and consistency in school decision making by helping to focus the minds of various decision making groups such as governors, the senior management team, other subject coordinators, toward common aims.

(Wintle & Harrison, 1999, p.47)

A successful policy will be able to demonstrate to the public that the school can stay informed of any new developments whether technological or curricular, can make changes to the curriculum in light of these developments, will need to resource any subsequent needs and keep teaching staff up-to-date through continual professional development in ICT. For this to occur, like the school ICT policy, it needs to owned by the whole staff and describe what is actually happening in classrooms. Additionally, it will shed light on the direction the school is going with regard to the collection and use of assessment data. A well written policy for the assessment of ICT capability will publicly demonstrate what the school’s intentions are for children’s learning. As the coordinator of ICT, this is your opportunity to make this clear that your school is about increasing its students’ knowledge and understanding in ICT capability.

Throughout the process of the policy’s development other benefits may arise and be of help to you. For © ICTE Solutions Australia 2018

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instance, it could help participants understand teaching, learning and assessment strategies employed by other teachers, it could also generate a team spirit in making public the school’s goals, clarify functions and responsibilities and help staff to settle in (Wintle and Harrison, 1999).

Already in this paper I have discussed how a good policy can help inform teacher planning. Additionally, it should also aid coherence, continuity, progression as well as being able to shape priorities amongst staff. The policy should provide teachers with an avenue to speak to each other about their work along with enabling them to understand how their own efforts fits in with the efforts of other teachers. Uniformity and consistency in school decision making should therefore be the end result.

The most important thing to remember is that you as the ICT coordinator need to take the lead. With the involvement of all the staff they will have the opportunity to trial activities along with making comments on the policy itself. For every age range, staff need to write drafts for whichever corresponds to their teaching year.

Planning for Assessment

In a digital school, successful planning involves taking into account leadership styles, school culture, politics, relationships and emotions. Therefore, to plan effectively for assessment all plans need to ensure that there is a positive impact on student learning and teaching practices (Shaw, 2008, p. 31). Teachers are the key to change and your guidance through in-service training and consultation is the key to success.

According to Shaw (2008, p. 31), the elements of planning in a digital school include: • Vision and goals, values and believes: Where are you going? What will it be like when you get there?

Why make the journey? How will you travel?

• People: Who is travelling with you on the planning journey? Who else should be invited along? What do these people bring to the process?

• Facts and analysis: What is the environment in which your school operates- locally, regionally, nationally, and globally? What is the actual and ideal learning and teaching environment in your school? What resources have you got? What results are gained from them? What does your school need (rather than want) to ‘live its vision’ and achieve its goals?

• Policy, practice and procedure: Are current school policies, programs and practices efficiently and effectively supporting teaching and learning? Will they support the desired change?

The above questions, Shaw (2008) points out, can be used to help you as an educational leader, identify the implicit values and beliefs that influence planning. To be successful in your planning, therefore, will involve all these elements. However, without a vision of the future, understanding the needs and aspirations of the people affected by the plan, the relevant data about your school and determining whether any existing policies, programs or practices may or may not conflict with the planning process, your planning efforts will not be worthwhile.

Planning at all levels is significant if there is to be good quality teaching with the help of clear learning objectives for students. You will not be able to obtain accurate and appropriate assessment results without teachers being trained to uncover various elements of students’ thinking and performance. This needs to be planned into lessons from the start otherwise there will be little progression and continuity in student learning.

A systematic planning structure needs to be in place that will inform all staff of what has to be recorded. © ICTE Solutions Australia 2018

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Typically, this would consist of long, medium and short term planning and they need to be in the same format if teachers are to benefit from it.

Long term planning A framework should be produced that would reflect the school’s policy and all the staff needs. However, time is a main constraint for all forms of planning and so it is recommended that you make good use of any available time you have. Planning would include considering the following: • The school’s aims, objectives and policies; • The revised subject orders – religious education and other curriculum provision determined by the school; • A realistic assessment of time available for teaching; • The school’s approach to managing the curriculum; • Staff experience and expertise; • Subject knowledge and familiarity with the revised subject orders; • How children learn the characteristics of the key stages; • The needs, abilities, interests and achievements of the child; • The school’s resources and accommodation and; • The teaching opportunities provided by the locality.

(SCAA, 1995, p27 as cited in Wintle and Harrision, 1999, p.81) Medium-term Planning Throughout the process of this planning phase you will focus on the link between the long and short term planning. The main learning objectives can be identified in the National Curriculum. In addition, the resources (human and physical), any parental involvement and any links between subjects also need to be highlighted.

Short-term Planning At this stage of planning it all comes down to the individual teacher. The learning objectives in the weekly planning must adhere to the content in the National Curriculum particularly where ICT capability is encouraged to be taught. By using a structure that identifies their teaching style and learning objectives teachers will be able to have the opportunity to ascertain how well or not students are performing. An approach like this provides a school-wide systematic method in addition to demonstrating to the heads of departments and senior members of staff just what the teachers’ intentions are.

Things you will need to know and find out about

In relation to your planning, there will be various questions that you and the school will need to know and answer. The following is a list of questions which Crawford (2013, p. 280) discusses when auditing the ICT use throughout the school.

For each different group of students in each year: • How is ICT assessed?

• Are logs, profiles, eportfolios, coursework, controlled assessment or written examinations used in assessment?

• Are these on the VLE (UK only), on the network or on paper?

• For what purpose does assessment take place? Is it formative or summative?

• In which subjects is ICT assessed by which teachers?

• Are the requirements for I/GCSE (UK only)and other external assessments met? © ICTE Solutions Australia 2018

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• What are the strengths and weaknesses of the existing arrangements for assessment? How is the effectiveness of assessment procedures monitored?

For each different group of students in each year: • What assessment evidence and what records are collected?

• When are these collected?

• What administrative routines are used to collect the assessment evidence?

• What summaries of the results of assessment are prepared?

• When are these prepared?

• Is a statement bank used for feedback?

• How is this edited?

• What assessment evidence and what records must be retained and for how long?

• What arrangements are made for the storage of the assessment evidence and the associated records?

• Which teachers have what roles and responsibilities in collecting the evidence, summarizing it and ensuring the safe and secure storage of it?

• What are the strengths and weaknesses of the existing arrangements for collecting the evidence?

• How is the effectiveness of procedures for collecting the evidence monitored?

For each different group of pupils in each year: • How is student’s’ progress and attainment reported?

• When is it reported? What are the statutory requirements?

• Are these requirements met?

• Which teachers have what roles and responsibilities in reporting progress and attainment?

• What are the strengths and weaknesses of the existing arrangements for reporting progress and attainment?

• How is the effectiveness of these arrangements monitored?

For each different group of pupils in each year: • What assessment evidence is moderated?

• Are there exemplars of students’ graded work available that can be used to ensure standards are maintained from year to year? How is moderation of assessment organized?

• What moderation is done for internal assessments?

• What moderation is done for external assessments?

• When is moderation done?

• What record of the moderation process is retained and for how long?

• Where are these records stored?

• Are the moderation requirements for GCSE (UK only) and other external assessments met?

• Which teachers have which roles and responsibilities in the moderation process?

• What are the strengths and weaknesses of the existing arrangements for moderation?

• How is the effectiveness of moderation procedures monitored?

How to Establish an Assessment Practices

Previously, I discussed in one of my earlier works about assessing ICT capability the best practices for teachers to do so. For coordinator of ICT, these practices must become standard amongst all teachers if there is to be consistency.

Ideally, it is formative assessment practices that cater to the needs of an effective and efficient assessment of ICT capability as it involves a more detailed and qualitative evaluation of students’ ability and progress. It © ICTE Solutions Australia 2018

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also provides more benefits for the day-to-day teaching and learning. Formative practices must occur continuously if there is to be improved standards of achievement through maximised learning and student progress. It is assessment for learning as opposed to assessment of learning and is “vital because of its role in individualising learning for individual students and groups” (Finger, Russell, Jaimeson-Proctor, & Russell, 2007, p. 222, as cited in Hilkemeijer, 2017, p.23).

Informal Observation The best way to assess a student’s ICT capability is by observation but it has to be carried out in way that you will be able to use it for future planning. To achieve this you need to monitor the way a student responds to your explanations continuously. Determine the way they: • Answer your questions; • Apply themselves to the task you have set; Also monitor: • The changing moods and relationships between different students or groups of students and; • Whether you have pitched the level of demand appropriately.

(Bennett, Hamill, & Pickford, 2007) The information gathered through this type of observation will be useful to you to change your approaches to teaching in order to meet the needs of the students. It will also provide you with information as to the opportune moments to intervene with apposite instructions, explanations or simply just to increase the level of challenge provided by the activity. You will notice that some students will be very confident and can carry on the activity with little help. These are the students that you can assign additional roles to as ‘student helpers’.

It is important to find the time at the end of every ICT lesson to recall how the students responded to the ICT activity you assigned them. By making clear learning objectives you will be able to quickly decide who was able to complete the activity without support, with minimum support and those who needed considerable support. A coding system as discussed earlier would be an ideal way of doing this. As with most of your primary lessons, you may have a teaching assistant or an Adult helper with you. Ask for their help in the informal assessment especially if they had been supporting a particular groups of students. Log the progress of the students in your class as soon as possible after (or if you can, during the lesson) a lesson (Bennett, Hamill, & Pickford, 2007, as cited in Hilkemeijer, 2017).

Structured Observation The only difference between structured and informal observation is the preparation. There are three main ways this can be carried out: 1. Observe the whole class to gain an overview of its progress; 2. Observe a different group closely each week to gather more detailed information on individual attainment; 3. Target your observation on particular skills.

(Bennett, Hamill, & Pickford, 2007, p. 64) Once again, using a coding system will be the best way to monitor and observe their progress in capabilities.

Take for example a class learning how to record and edit video clips. Focusing on the routines (skills) and techniques you might code in the following way: © ICTE Solutions Australia 2018

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A – Applied with confidence B – Needed some help C – Needed considerable help D – Attempted but unsuccessful E – Not attempted X – Not observed Always ensure that you include the final category so that you will know for the next lesson who to prioritise for the next observation. It won’t be possible to complete the observation sheet during the lesson so be patient and ensure that in the end all students have been adequately assessed. In my experience, it is best to provide the students with ample time to complete the task or activity. This is where effective planning comes into its own. By taking into account the fact that during the lesson there will be students who will need considerable support and time for classroom management, you will need to allow yourself enough time to adequately assess their progress and doing this ensure that they finish what they started.

Recording the Evidence It is vital that even if you are an experienced teacher in the field of ICT that you record your structured and informal observations. It will help you track the students’ progress of a longer period of time. This will be covered more in the next module Using Assessment Effectively.

When using informal assessment methods, Newton and Newton (1998, p. 164) as cited in Wintle and Harrison (1999, p. 90) suggest the following: • • • • • • • • • •

Observing children as they work Talking to them about their work Looking at their workbooks and folders Looking at classroom displays Looking at school records Talking with teachers about children’s progress and achievements Looking at their portfolios of achievements Looking at performance profiles as reflected by test results Involving children in some self-evaluation Using questionnaires to teachers and/ or pupils

It is your role as the ICT coordinator to assist your colleagues with the integration of formative assessment into teaching and learning. A good example of doing this is to convert the level descriptions into expectations for the years 2, 4 and 6. By listing the expectations for every two years in terms that the teaching staff would be able to recognise and use, in addition to indicating the level of progression expected, formative methods can be deployed in the classroom successfully.

Summative Assessment Measures: Use of Portfolios

When it comes to assessment across the school summative assessment measures works best in the form of portfolios. Portfolios work because they achieve consistency and accuracy in teacher assessment. According to Wintle and Harrison (1999), they serve two purposes: • It provides evidence of standards of assessment within the school; • It attempts to achieve consistency of assessment throughout the school and between schools. © ICTE Solutions Australia 2018

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As a consequence, it will be up to you as the ICT coordinator to lead your school in deciding: • • • •

What to keep; What to replace; What to update; Whether the portfolios will be of year/groups.

Remember, portfolios are “evidence of what teachers assess as demonstrating various levels of attainment in the three core subjects” (Wintle & Harrison, 1999, p.134). They provide opportunities for teachers to test their judgements against those of other schools. In-service training days are perfect opportunities for teachers to do so. Such times can lead to a high level of cooperation. Therefore, your close working with other subject coordinators will be critical in the compilation of portfolios.

What type of portfolios do you use?

It is recommended that you use exemplar portfolios when determining the attainment of capabilities of ICT across the school. Kennewell et al. (2000, p.81) states that they contain “a set of work from a particular student from whom there is a general agreement about the level of attainment.” Exemplar portfolios provide a point of reference for teachers to use in comparing other students’ work performance. For primary schools particularly in Australia, portfolios would be needed from Foundation (Level 1) to Year 6 (Level 4). In the UK, primary schools could have portfolios at levels 1, 2 and 3 for Key Stage 1, and for 2 to 5 at Key Stage 2 (Kennewell et al., 2000, p.81) A portfolio would need to contain: • • • •

The task context and objectives; The process of development for the work – plans, draft, comments on decisions made etc; The resources available; The help given by teachers and peers concerning ICT (not concerning other subject matter for which the student might have required assistance).

(Kennewell et al., 2000, p.81) Research states that “it is important that the approaches to assessment are designed to support the teaching approaches adopted” as discussed earlier (Kennewell et al., 2000, p. 81). Furthermore, if teachers are to make effective judgements about a student’s ICT capability then it is crucial that they “consider the quality of the students’ response to a task of the choices made and techniques used, but the complexity of the task, the way they tackled it and the help they received to finish it” (Kennewell et al., 2000, 81). You need to match the evidence from a student’s work performance to the level descriptions in the ICT capability Learning Continuum of the Australian Curriculum or of that from the UK National Curriculum.

There are three successful approaches to schemes of work based on different models of curriculum organisation in secondary schools: • Discrete model – treated the same way as other subjects and the ICT department has its own scheme of work and assessment procedures; • Cross-curricular model – this is where ICT teaching and assessment is integrated throughout the curriculum. Here it is important as the ICT coordinator to work with the other subject leaders and negotiate adjustments to ensure that student progression and continuity occur in ICT capability; © ICTE Solutions Australia 2018

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• Core-skills model – ICT teaching is followed by applications in a subject context. You will need to plan this jointly with a representative of the subject department.

If your school’s model is of the cross-curricular approach, then you will need to put careful thought into the design of the assessment system. Where a discrete model is implemented studies have indicated teachers use the assessment process to students’ ICT capability development (see below).

Figure 1. Monitoring and assessment in secondary schools (Kennewell et al., 2000, p. 83) Following are three levels at which assessment, recording and reporting are carried. For each, it is essential that you provide advice to subject teachers concerning the expectations of students along with a recording framework with task-specific prompts (Kennewell et al., 2000, p. 82-3).

Lesson-based assessments Purpose: to monitor the progress of individual pupils, to evaluate the effectiveness of the lesson, and to plan specific oral feedback to pupils for the next lesson.

• • • •

Identify the learning objectives for the lesson.

Devise opportunities for pupils to engage with the objectives.

Set criteria for success in terms of process and outcome.

For each pupil, note whether success was achieved independently, with some help, with much help, or was not achieved.

• Note the implications for the next lesson.

This process need not require detailed records for each pupil, and lengthy checklists are inappropriate.

Task-based assessment Purpose: to ascertain the National Curriculum level of pupil’s work and to provide written feedback to pupils on their skills and needs for development. © ICTE Solutions Australia 2018

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• Identify the purpose of the task outcome (e.g. a poster to advertise a school concert).

• Determine the features required for (National Curriculum related) levels, marks, grades in terms of particular aspects of the process and the outcome.

• Review each pupil’s response to the task, together with lesson-level assessments, to produce a level, mark or grade.

• Give feedback to the pupil in the form of suggestions for improvement (process and outcome) as well as a level, mark or grade.

Again, detailed records are not necessary for each pupil. It will be helpful to record particular strengths and weaknesses, however, in order to inform the planning of future work.

Annual report Purpose: to provide a summative report on the pupil’s strengths and weaknesses in relation to expected progress.

• Review records of task-based assessments (and possibly the complete folder of each pupil’s work).

Decide the overall National Curriculum level as the description which best fits the pupil’s attainment.

• Summarise the comments made about task process and outcome during the year for this pupil.

For this report, the needs of parents must be considered, and a balance is needed between being informative and being brief.

Australian Curriculum: Work Sample Portfolios

The Australian Curriculum has listed three examples of work portfolios for every Learning Area and year level. Portfolios represent three distinct levels of progress by students – below satisfactory, satisfactory and above satisfactory – which teachers can use to make comparisons in performance.

Records of Achievement

The difference between a portfolio and records of achievement is essentially the scope and range. They are typically kept in forms of either files or folders, pamphlets or booklets and would contain such items of a student’s work like records and/or assessments of students’ work, skills, abilities and personal qualities from both inside and outside the classroom (Wintle & Harrison, 1999).

Record of achievements are best kept in a simple format with the following contents: • • • • • • • •

Biography; Self-assessment; My best work; My progress in ICT; My progress in Maths; My progress in English; Awards; Log of achievement.

Building Whole School Assessment Policies

The assessment policy for your school will need to consist of eight sections which include: • Introduction; © ICTE Solutions Australia 2018

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• • • • • • •

Statutory obligations; Student entitlement; Planning for assessment; Assessment process; Portfolios of levelled work; Background documentation; Review.

Introduction It is important that it shows the school’s context and climate for people who might read it such as new staff, parents, governors and inspectors. Readers should understand that the policy is linked to other policies such as that of record keeping, marking and reporting. The assessment policy needs to make explicit that it reflects the views and opinions of the whole staff and that it will complement the other policies in line with the school’s mission.

Purpose of Assessment It is important to state that assessment will set a starting point of learning for a student and that it is a significant part of your planning process. In addition, assessment in teaching and learning will be either: • Formative – assessment that informs planning for content and method or; • Summative – assessment that indicates where a student is at a particular stage of development.

Statutory Obligations In the United Kingdom, teachers are required at the end of key stages 1 and 2 “to make assessments about the levels achieved by pupils in the three core subjects” (Harrison & Wintle, 1999, p. 178).

Entitlement Children are entitled to know where they are in relation to the school’s and nation’s expectations. In Australia, the National Assessment Program – ICTL can provide data in these areas. Students are also entitled to a teacher’s best efforts and therefore, teachers need to know how to help achieve this through assessment.

Planning As discussed earlier, this policy should ensure that the school meets its obligations in its long-term, medium and short-term planning. So point out that in the long-term plans the national targets will be addressed; in the medium-term plans that you will “identify the Programmes of Study and it will be stipulated that children will be assessed in all three core subjects” (Harrison & Wintle, 1999, p. 178). This section should also refer to the school’s mission.

Process Here you will simply state what the teachers agreed to do and when they decided to do it. It may also contain the notes from staff meetings or decisions from working groups as well.

Common Policy sections

In Australia, assessment policies at times contains the following sections: • Rationale; • Definition of assessment and reporting; • Purpose of assessment; © ICTE Solutions Australia 2018

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• • • • • •

Policy; Policy links/requirements; Beliefs about assessment; Assessment practices; Role and responsibilities (students, teachers and parents); Assessment schedule.

Conclusion

The assessment of student ICT capability across the whole school is a vital element to the school’s economic competitiveness and above all, the attainment of ICT capability by students. As the coordinator of ICT at your school, it is therefore, of utmost importance that you construct an effective policy that outlines the school’s goals in student achievements in ICT. Through exemplar portfolios supported by teacher practices in the classroom a viable record of achievement can be created and used to ensure that progression and continuity in student learning occurs. A policy of assessment must be developed which reminds teaching staff of their rights and responsibilities in relation to the assessment of student ICT capability. Through the contribution of the whole staff towards the policy, there will be cohesion and agreement in what must be accomplished by the school and a complete sense of ownership will lead to better classroom practices and sense of pride in everyone.

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Work Cited Bennett, R., Hamill, A., & Pickford, T. (2007). Assessment. In R. Bennett, A. Hamill, & T. Pickford, Progression in Primary ICT (pp. 57-75). Oxford: David Fulton Publishers.

Davis, N., & Carlsen, R. (2005). A comprehensive synthesis of research: Information and Communication Technology in Education. In T. van Weert, Education and the Knowledge Society (pp. 3 -14). Kluwer Academic Publishers.

Finger, G., Russell, G., Jaimeson-Proctor, R., & Russell, N. (2007). Assessment and reporting with ICT: How do teachers know what students have learned? In G. Finger, G. Russell, R. Jaimeson-Proctor, & N. Russell, Transforming Learning with ICT (pp. 205-248). Frenchs Forest: Pearson Education Australia.

Harrison, M. (1998). Part 1: Chapter 1 Context for effective coordination. In M. Harrison, Coordinating ICT across Primary School. London: Falmer Press.

Harrison, M., & Wintle, M. (1999). Coordinating Assessment Practices Across the Primary School. London: Falmer Press.

Kennewell, S., Parkinson, J., & Tanner, H. (2000). Coordinating ICT. In S. Kennewell, J. Parkinson, & H. Tanner, Developing the ICT Capable School (pp. 80-82). Routledge Falmer.

Shaw, A. (2008). Planning in Digital School. In M. Lee, Leading a Digital School (pp. 30 - 37). Camberwell, Australia: ACER Press.

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