ABSTRACT
We discussed in Chapter 2 the integration of formative assessment into teaching and learning, and the ICT co-ordinator has an important role to play in helping colleagues to do this. The assessment process in primary schools has been supported by converting the level descriptions into expectations for the end of Years 2, 4 and 6 (QCA 1997). In one ITCD primary school, the ICT co-ordinator had listed expectations for each year or two years, and indicated, using terms that would be easy for staff to recognise and use, what progression was expected. Thus, for example, Year 2 pupils are expected to begin to draft and update work; Year 3 pupils are expected to choose the most appropriate font and style; and Year 5/6 pupils are expected to show an awareness of audience.
