Innovating content to upgrade a leading educational
platform used in primary education in Ireland.
Assessment of standards is critical in developing high quality training material, courses and curriculum. It is an area often ignored by commercial organisations who tend towards a belief that education platforms add little value and that content is the primary measure of a good course. Content without assessment or assessment without content will lead to an inferior organisational outcome.
Based on the premise that teachers administer half-termly assessments, Ardluce are working with CJ Fallons to devise a series of short assessments focused on the Learning Outcomes proposed in the Draft Primary Language Curriculum.
The Literacy assessments will therefore address the key elements of
EXPLORING AND USING LANGUAGE - through Reading Comprehension
UNDERSTANDING THE CONTENT AND STRUCTURE OF LANGUAGE - the skills involved in developing semantic and syntactic knowledge and vocabulary development.Obviously not all aspects of the Language Curriculum are suitable for Computer Based Assessment. Elements have been selected which can be best assessed in this medium and which will give reliable, valid, formative and diagnostic assessment outcomes. These outcomes can then inform teaching and learning and help to raise standards in Literacy.
The Mathematics assessments will be deployed as Apps to target particular groups involved in education, e.g. Year 1, Year 2 etc, and the home market.
An online assessment system for mathematics use in primary schools in England following the introduction of the revised 2014 National Curriculum
The equivalent of a “European Driving Licence” for mathematics which could be mapped to the TIMSS assessment system but be available each year.
The system is based on an in-depth understanding of the progression in mathematics and how to interpret different curricula. The system is cloud based, HTLM5 compliant and can be used on a variety of platforms, e.g. PCs, MACs, iPads and Tablets and mobiles
It is Intuitive and easy to use.
Points For Progress
It provides a longitudinal profile of attainment for each pupil , enabling teachers and learners to track progress and achievement and identify areas for improvement. It also provides information by class or group so that teachers can be informed with respect to target-setting and how to make best use of limited teaching resource.
Data generated can be easily aggregated to enable data driven decision making at class, year, school and area levels.
It is pupil-centric. The pupil owns the data. It travels with the pupil from class to class or even from school to school.
It is curriculum-centric. It assesses the curriculum being taught ensuring that outcomes are valid.The multi-instance questions are presented using modern graphics and a variety of response types – Although some questions are MCQs, most have constructed response types.
A large databank of multi-instance questions is available to all teachers, providing them with a valuable teaching resource even if never used for assessment. This valuable teaching resource allows teachers to integrate assessment with their normal day-to-day teaching. For example, a teacher can use suitable questions from this question bank to demonstrate creation and interpretation of pictograms. After teaching, MfS can be used to assess the pupils as it’s unlikely that the same question-instances will appear in an assessment.
Assess when ready. Pupils in a class progress at different rates, but most assessment systems are designed to be taken by a class around the same time. However, not all pupils in a class are ready to be assessed at the same time. When using MfS, teachers are encouraged to assess a pupil as and when he is ready.
Adaptive - next question depends on the pupil response to the previous question, ensuring that a pupil is challenged but is never taken outside his zone of proximal development.
Development and Implementation for the Curriculum Examinations & Assessment Northern Ireland
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