Appendix G - Assessment of the E Cape Project according to performance indicators.
By the end of August 2000 the teachers involved with the project should
Assessment
Practical Competencies
| Competencies | Performance Indicators | Assessment Methods |
| Employ a range of appropriate IT skills. | Teachers and learners produce documents and presentations that show evidence of IT skills | submitted work |
| Teachers and learners have accessed Internet (WWW) resources in the process of learning | submitted work, electronic journal | |
| Teachers and learners are able to use e-mail, mailing lists, send and open attachments | Mailing list log, electronic interaction, electronic journal | |
| be able to work collaboratively and telecollaboratively | Teachers make opportunities for learners to use e-mail mailing list on an ongoing basis | monitoring by list owner, electronic journal |
| Teachers make use of online chat and forum facilities on an ongoing basis | monitor logs; electronic journal | |
| Teachers have created content-rich resources in collaboration and telecollaboration with each other | submitted work, electronic journal | |
| Teachers design lesson activities where collaborative group work takes place within the class | electronic journal | |
| Learners have collaborated with learners of another school in submitting / publishing original work | project narratives, submitted work | |
| use appropriate information skills in a spirit of enquiry | Learners use range of techniques to clarify thinking | project narrative, electronic journal |
| Learners use a range of information resources | project narrative, electronic journal | |
| Learners use effective online search strategies | project narrative, electronic journal | |
| Learners present original work | submitted work | |
| Learners present information ethically | submitted work | |
| Learners use electronic presentation techniques | submitted work, electronic journal | |
| have developed new content and resources for teaching and learning | Teachers have produced and electronically published content-rich resources | submitted work, electronic journal, published work |
| Teachers accurately incorporate new content into teaching through use of ICT and its resources | electronic journal, submitted work | |
| Teachers have produced and published lesson activities relating to content-rich resources | Submitted work, electronic journal, published work |
Foundational Competencies
| Competencies | Performance Indicators | Assessment Methods |
| Has a clear comprehension of the range of appropriate IT skills | Teachers have grasp of appropriate basic IT skills | Submitted work |
| Teachers are able to transfer basic IT skills to learners | Learner portfolio of work | |
| Teachers are not afraid to learn new IT skills | Electronic journal | |
| Has basic knowledge of the principles of collaboration and telecollaboration | Teachers know the value of collaboration and telecollaboration | Electronic journal |
| Teachers know how to contact collaborative partners in the online community | Portfolio of work | |
| Understands how to use appropriate information skills in a spirit of inquiry | Teachers can describe a variety of questioning techniques to promote inquiry | Electronic journal |
| Teachers are able to find and access electronic information resources | Electronic journal, submitted work | |
| Teachers have sound understanding of information skills | Electronic journal, submitted work | |
| Has sound
knowledge of content and resources for teaching and learning . |
Teachers have sound knowledge of content in learning area | Electronic journal |
| Teachers can develop learning materials that make use of constructivist learning theories | Submitted work | |
| Teachers can compare traditional teaching methods with outcomes- based methodology | Electronic journal | |
| Teachers understand the role of software in learning | Electronic journal, submitted work |
Reflexive Competencies
| Competencies | Performance Indicators | Assessment Methods |
| Be able to justify the selection of appropriate IT skills | Teachers can decide what the most appropriate application is for a specific task | Electronic journal |
| Teachers can identify when introduction of new IT skill is required | Electronic journal | |
| be able to reflect on collaboration and telecollaboration | Teachers can assess the success of collaboration and telecollaboration | Electronic journal |
| Teachers can critically discuss cases of collaboration and telecollaboration in class and between classes | Electronic journal | |
| Teachers can identify appropriate opportunities for collaboration and telecollaboration | Electronic journal | |
| Teachers can adapt strategies to improve the learning process with the use of collaboration and telecollaboration | Electronic journal | |
| Be able to reflect on appropriate information skills used in a spirit of inquiry | Teaching changes to accommodate information skills | Electronic journal, submitted work |
| Teachers change teaching strategy to encourage an inquiry-driven learning environment | Electronic journal, submitted work | |
| Be able to adapt to new content and resources for teaching and learning | Teachers are able to reflect on how ICT has enhanced the learning process | Electronic journal |
| Teachers are able to successfully integrate appropriate ICT tools with teaching and learning | Electronic journal, submitted work |
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