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Assessment > Medium term > Assessment criteria |
The following may be considered as medium term assessment :
Although you will use the level descriptors to make a 'summative best fit' assessment at the end of the key stage, you will probably also like to monitor pupils progress at the end of each unit of work. The following criteria bank only relates to this unit and its purpose is to : Break the assessment of the unit into small manageable parts, enabling teachers to identify areas of achievement give confidence to pupils by showing progress, however small inform future planning Enable staff to show progress with individual pupils or whole classes. To provide data for statistical analysis
Expectation from this unit can be summarised as :
Most pupils will: understand the differences between a web page and a web site and the common elements that are use to create one. They will be able to evaluate existing sites using criteria and make judgements about their effectiveness. Most pupils will use simple HTML tags and a text editor to create a single web page. They will plan a web site for themselves deciding on pages and necessary resources and then gather these resources from a range of sources. Pupils will use web authoring software to develop the web site including methods of navigation. Some pupils will not have made so much progress and will: be able to make judgements about existing web sites and identify common elements used to create them. With help, they will create a basic web page using simple HTML although for some pupils this may be editing a prepared script. Pupils will plan their own web site possibly using prepared resources and use web authoring software to create it. This site may contain few pages and resources. Some pupils will have progressed further and will: be able to demonstrate that they understand the different styles of web sites and the various elements that are used to create them. They will create a web page using HTML and a text editor, including additional tags to create different effects. They will use web authoring software to create their crime web site and this will follow a planned structure. Some pages may contain JavaScript. A template may have been used to improve consistency Levels are reported as whole numbers with intermediate progress as letters. Each level subsumes the previous level. If this unit has been completed as a paired activity thought must be given to how evidence of individual progress is gathered.
Level | Skill | Knowledge & Understanding
4 | Can identify common web page elements when evaluating existing web pages. With help, can write / edit a basic web page using HTML tags. Can plan on paper the content of their web pages. With help, can create the folders that constitute the web site structure. Can use the simple tools of the web authoring software to create one or more pages. Uses resources from a central store. | Understands that a web page is made up of various components (elements). Understands that a web page uses a code called HTML to display the detail. Know that each page of their web site will need resources and these need to be planned. Understand the need for sensible file / folder naming. Can save the page (s) into their correct place on the web site structure.
4c | Can identify different styles of web sites and make judgements using criteria. Can use a text editor to write simple HTML and edit mistakes. Can create a file structure for the web site and use an appropriate naming convention. Can create web pages using the common tools of a web authoring program adding resources such as text and graphics. They can move web elements around the page. | Understands that web sites have a target audience and what this means. Can give examples of different styles of web sites. Understands that a web page uses HTML to display the detail and that a typical page has various parts, e.g. head and body. Understands the file extensions .html and .htm. Pupils understand the similarities between different web authoring software.
4b | Can gather resources from a range of sources. Can use more than the basic tools from the authoring program. | Demonstrate they can work to a planned structure and follow accepted methods of layout. Has knowledge of 'connectivity' and can discuss advantages and disadvantages. E.g. modem vs broadband.
4a | Can use a greater variety of HTML tags to create a single web page including graphics. Pupils copy and paste their first page as a basis for other pages | Understands that images saved in different areas will require different 'paths' within the tags. Understands where a template could be used and its advantages and disadvantages.
5 | Can create a web site where there is a range of resources and web elements used including a clear navigation method. Sound may be used or created using 'sound recorder' or similar software. | Know how to create their own resources and the importance of file size. Therefore an understanding of compressed files may be appropriate, e.g. jpegs vs bmp
5c | Additional tools from the authoring software are used to add greater interest or functionality to web pages, such as interactive elements e.g. Flash animations, rollovers, hot spots. Hyperlinks are used to access external sites. | Understands how to make links to external sites or anchors within the same page. Select and use appropriate software tools or skills to add interactivity to a web site and know how it would improve the experience for the end user.
5b | Pupils use a template. Can change between views and edit the HTML directly. e.g. to remove the underline from a hyperlink. | Has the knowledge to edit HTML source code to add/remove detail or insert additional lines.
5a | Can use JavaScript (copy and pasted) to add extra features or functionality to the web page. | Pupils are not expected to understand how JavaScript works but demonstrate the knowledge to copy and paste script into the appropriate place within a web page.
6 c b a | At this level, pupils should be able to plan their web site structure with little assistance and gather the necessary resources from a range of sources. They will probably edit or create some resources for themselves. Using web authoring software pupils can create a series of web pages taking into account the audience, style and delivery. The site will be fully navigable and consistent in layout. Additional features may be included such as the use of JavaScript and these features will add to the effectiveness of the site, they are not for decoration. The level of skill demonstrated and difficulty should separate the intermediate levels and in particular pupils should be using the software and its help features without assistance. | Level 6 requires pupils to have a good understanding of web elements and the way that web authors target their audience. They should be able to discuss with confidence the various styles of web sites and evaluate their effectiveness. Pupils should have an understanding of HTML and show that they can problem solve by editing the HTML code. Knowledge of other web elements and how they are used. e.g. use of Macromedia Flash files. Pupils performing at this level should also be able to show an understanding of new and developing web technologies.