Assessment, monitoring and feeback - 9. Using ICT for monitoring and assessment

ICT can play a major part in enabling classroom teachers to make informed and accurate decisions regarding current learner attainment and helping to forecast predicted grades. ICT also has an increasingly important role in the reporting process and the majority of primary and secondary schools now utilise electronic reporting systems.  

This unit will focus on the use of ICT as an assessment and monitoring tool in four main areas: 

  • The use of ICT as an Assessment for Learning (AfL) tool within the classroom
  • Creating spreadsheets that can be used for AfL purposes, including target setting and the monitoring of progress
  • The use of specialist business education software that can be used by classroom teachers to assess and monitor student progress
  • New developments in ICT within schools and the opportunities created by the increased use of virtual learning environments (VLEs)  

In order to achieve Qualified Teacher Status (QTS) trainees must ‘demonstrate how their knowledge of assessment, monitoring and recording has been put into practice and has had an impact on learners’ progress.’ (Q26a - QTS Standards Guidance, Training and Development Agency for Schools). According to the same guidance, trainees must be able to demonstrate that they can use schools’ assessment strategies to assess learning, record progress, review learning outcomes and adjust planning and teaching accordingly.  Trainees should demonstrate that they can set targets and analyse assessment data.